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Textbooks     in     Jinglish     for     Beginning     Adults 

toy 

Kdwaird   Hay  Hirarod 
A.    B.      (Unlvereity   of  California)      1921 

?  H  E  «   I   3 
Sabnitted   in  oartial  satisfjiction  of   the  req^uiretnenta 
'  for   the  degree    of 

M  A  s  r  3  R  :^  A  K  T  s 

in 
iiducation 
in  the 
GRilBIJATE     "D IV  IS  I  ON 
of   the 
JI?IVER3ITY      OF     OALIFOPJIIA 

ADcroTed    ^k.T.^ 


« 


Instructor  in  Charge 
liepoaited  in  the  University  Library 

Date  LiDrarian 


9y^ 


EDUCATION 


DEFT. 


TEXTBOOK  IIJ  ENGLISH  FOR  BEGIRDING  ADULTS 
By  Edward  Ray  Himrod 
"Textbooks  in  Eziplish  for  Beginning  Adults," 
by  Edward  Ray  Himrod,  is  a  thesis  suibmitted  in  partial 
satisfaction  of  the  requirements  for  the  depree  of 
Master  of  Arts  in  Education,  in  the  Graduate  Division 
of  the  University  of  California,  Hay,  1922. 

The  puroose  of  this  study  may  be  said  to  be 
twofold.    i'irst,  the  ourooae  of  this  study  is  to  show 
that  the  available  textbooks  in  English  are  inadequate 
to  meet  the  needs  of  beginning  adults  —  adults  vyho 
are  beginning  the  study  of  the  English  language.   Sec- 
ondly, the  purpose  of  this  study  is  to  offer  su?7gestion3 
concerning  the  organisation  of  textbooks  in  English  for 
begizming  adults. 

The  thesis  is  divided  into  six  chapters,  followed 
by  an  extensive  selected  and  annotated  bibliography  in 
the  subject,  aiid  a  directory  of  leaders  and  sources  of 
information  concerning  the  -"imericanization  movement. 

Chaater  I  gives  a  statement  concerning  the 
ourpose  and  a  discussion  of  the  importance  of  the  study. 

In  Ohaoter  II,  the  tracing  of  the  development 
of  illustrated  elementary  textbooks  with  narticular 
reference  to  recently  published  textbooks  in  English 
Duroorting  to  meet  the  needs  of  adult  students  leads  to 


'I  r»  r>  ^  /^  4* 


conclusions  to  the  effect  that  there  has  been  a  noticeable 
continuity  in  that  development ,  and  that  certain  orincioles 
have  been  ent&blished  which  aay  be  applied  at  the  present 
ti-ae  in  the  production  and  Judgment  of  textbooks  in  English 
for  beginning  adults. 

Chapter  III  contains  a  re'oort  on  a  survey  of  a 
typical  olaos  in  English  for  beginning  adults,  in  Garfield 
Evening  School,  Oakland,  California*    Xhe  analysis  of 
this  report  provides  an  additional  basis  for  conolusions 
concerning  textbooks. 

Chapter  IV  is  devoted  to  descriptions  of 
available  textbooks  in  iiSnglish  in  order  to  determine 
if  any  of  them  iieet  the  needs  of  adult  students,  ;ind 
to  determine  if  my  of  them  offer  examoles  of  the 
application  of  the  orinciples  summarized  in  oreceding 
chaoters* 

Chapter  V  offers  a  discussion  of  the  psycholog- 
ical basis  of  direct  methods  in  teaching  English  to 
beginning  adults,  with  conclusions  favoring  the  discarding 
of  translation  methods  in  favor  of  direct  methods. 

Chaoter  VI  answers  the  eternal  question:   "what 
kind  af  a  textbook  can  you  use  in  teaching  English  to 
illiterates  of  different  nationalities?"   The  chaoter 
contains  samole  pages  illustrating  the  aoplication  of 
the  orincioles  ditscussed  in  oreceding  chaoters,  with 
suggestions  to  publiishers  and  teachers* 


TABLE        OP        COKTEKTS 

CHAPTEE     I 

DIXRODUCTION 

The   purpose   of  this  atudy...      Outline   of  problens... 
The  value   of  such  a  study...      2he   language   situation 
in   the    iinited   States...      The  necessity   of  a  knov7lodfe 
of   the   liinglish  lajagua^^e. . .      The   advantage   to   the 
couxitry...      The  importance   of  adult   education... 

CHi^TER     II 

THE  DEVELOPHSIIT  0?  ILLUSTRATES)  ELEMEKTARY  TEiTBOOiGJ 
'TITH  P^iRTIOULAH  RliS'l^RSNCE   TO  RECENTLY   PUBLISHED 
TSLTBOQKS   IV-    EUGLI3H  FOR  BEOIUNIITO  AI>ULT3 

Progress   in  teaching  methods...      Early  primers... 
Melancthon. . .      Schulte...      Ichelsamer. . .      Comenius... 
Early  English   orlmers...      The  New  Eni'land    ?rimer... 
Spelling  books...     Tilworth...      Based o\^...      i?8atalozzi.., 
Boah  Webster...      Sheldon...      Object  lessons...      Oral 
language  lessons...     (^ouin...      Taylor...     Harrington 
and  Cunningham...      Textbooks  for  adults...     Chancellor... 
iiharpe...      Roberts...      Markowitz   and   Starr...      Crist... 
Goldberger. . .      General  criticism...      Berlitz... 
Thompson...      i'isher  and   Call...      Tetmore...      Galeno... 
Cleveland   Lessons...     Conclusions...      Summary... 

,,       CHAPTER      III 

A  TYPICAL  CLASS  III  EHGLISH  FOR  BEGIKKIUG  iilkJLTS 

Selection  for  survey  of  the  class  in  Garfield  Evening 
School...   Location...   Representation  of  nationalities.., 
Occupations  of  students...   Ambitions,  olana,  and  pros- 
pects of  students...   Language  ability...   Conclusions... 


CHAPTER      IV 

THE  available:  textbooks   in   ?aJGLI3H   FOR   BBGIKNIWG 

ADULTS 

Textbooks  used  in  Garfield  Evening  School...  Bescrlo- 
tions  of  textbooks...   Austin...   Berlitz...   Beshge- 
turiari...  Chancellor...  >'ield  and  Coveney...   Fisher 
and  Call...   Goldberper. . .   Harrington  and  Cunningham... 
Houghton...   Jirnoerieff . ..   Markowitz  and  Starr... 
Matheeon...   Mintz...   O'Brien...   0' Toole...   Price... 
Sharpe...   .'.allach...  ^etntiore...  Summary...  Conclusions 


CHAPTER  Y 

THE   ?SYCHOLOGICAX   BASIS    OP  DIRECT  TffiTHODS 
IH    TEACHIBG   EI^GLISH   TO   BEGII^BIBG   ADJLrs 

The  formation  of  language  habits...  Thinking  in 
English...   The  oral  approach...   Direct  methods. 
Translation....   Summary... 


CHAPTER  TI 

SAMPLE  PAGES  ILLUSTRATING  THE  APPLICATION  OF  THE 
^INCIPLES  SUMMARI7,ED  IN  TKF-  PRECEDING  CKaPTRHS. 
TTITH  SUGGESTIONS   TO  PaSXlSHERS  AND   TEACHEliS 

Textbook  requirements...      Pieturos   for  oral  drill... 
Su/'gestions    to   the   teacher...      Illustrations. .  • 
The  key  to  the    pictures...      Testing   comorehension. . . 
Review  list...     Spelling...     Commands...      Pergonal 
(iuestions   a(id   samole   ansj/ers...      Lialoguea...        The 
place   of  suggestions   to    the   teaoher...      Type... 
Summary. . • 

SELEC  TED     BIB'LI  JGRaPHY 

SOME  LEADERS   Oy    THE  AUIERICANI^^^ATIOH  MOVEMENT 
AND  ADDITI'ONikL   SOURCES   OF   INFORMATION 


CHAPTER  I 
INTRODUCTIOB 
In  Judging  a  study  such  as  this  thesis,  the 
critic  usually  asks  three  q^uestions: 

1,  What  is  the  purooae? 

2.  Is  the  study  vrorth  while? 
2.   Is  it  well  done? 

The  aim  in  this  introductory  chapter  is  to 
offer  answers  to  quest  ions  1  and  E.    iinawer  to 
question  Z  is  left  to  the  teachers  who  labor  in  the 
great  field  of  adult  education;  to  the  employers  and 
workers  who  know  the  handicap  which  retards  the  non- 
£n,o;lish- sneaking  adult;   to  the  a.niericans  by  choice, 
who,  having  overcorae  the  language  barrier,  appreciate 
the  nature  of  the  oroblenas  besetting  the  immigrant; 
to  all  who  seek  to  make  smoother  the  oath  for  those 
who  shall  follow. 


PORP03S 
1-        That   Is   the    wirooso   of  this  study? 

The    Durpose  of  this  study  may  be  said    to  be 
twofold.  First,    the   oarooao   of  this  study  la   to  show 

that  the  available   textbooks  in  JSnplish  are  inadequate 
to  meet   the  needs   of  bepinninp  adults     —     adults  who 
are   ber inning  the  study  of  the  Knfrliah  language.        Sec- 
ondly,  the   puroose   of  this  study  is  to  offer  suf -restions 
concemlnr  the   organization  of  textbooks   in  £ngli8h  for 
beginning  adults. 

ICany  oroblsras  arise   in  connoction  ^ith  the 
production  and    Judf:ment  of  textbooks*         The   problesos 
giTen  attention  in  this  thesis  are  outlined   below. 

a.  Does  a  study  of  the  deTelooment  of   illustrated 
elMMntary  textbooka  reveal  any  noticeable  continuity 

in  that  dovelopnent?         Does  each  a  study  reveal  any 
•atublished    priociolea  which  may  be  applied  at   the   present 
tinie   in  tho   production  and   judgment  of  textbooks  in 
BJn^lish  for  beginning  adults?        (See  Chapter  XI.) 

b.  Khat  is  the  nature  of  a  tyoical  class   in 
ftkgliah  for  be r* inning  adults?         Considering  the  ans/rer 
to  this  qaeation,   frhat  conclneions  eoncoming  textbooks 


can  be  drasm?   (See  Ohapter  III*  ) 

o*   (I^hat  Is  the  nature  of  the  available  textbooks 
in  English  for  beginning  adults?    lio  any  of  the  avail- 
able textbooks  offer  ezaqiples  of  the  aoplication  of  the 
princiolos  summarized  in  oreceding  chapters?    (See 
Chaoter  IV.) 

d.  Is  the  psychological  basis  of  direct  methods 
in  teaching  English  to  beginning  adults  strong  enough 
to  justify  recommendation  that  translation  methods  be 
discarded  in  favor  of  diveot  methods  in  all  such  teaching, 
whether  class  or  individual?   (See  Chapter  V.) 

e.  In  order  to  meet  the  needs  of  beginning  adults, 
how  should  a  textbook  in  Jinglish  be  organized?   (See 
Chapter  VI.  ) 

VAIOE 
2.   Is  a  study  of  textbooks  in  English  for  begin- 
ning adults  fiorth  while? 

The  language  barrier  aust  be  broken  down. 
The  men  and  women  who  laid  the  corner  stones  of  this 
nation  cried:   "IB  UfflOH  THERE  IS  iTRENGTHl"   Union 
depends  upon  community  of  thought,  and  community  of 
language  is  a  mighty  factor  in  the  production  and  'nain- 
tenance  of  that  community  of  thought.    He  who  makes 
easier  the  overcoming  of  that  language  barrier  serves 


the  whole  nation;   indeed,  he  serves  all  mankind, 

THE  Language  situatiow  in  tee  united  states 

No  one  knows  how  many  million  peoole  in 
the  United  i^tates  carnot  speak  Knglish,    Of  these 
people  who  cannot  soeak  iinglish,  the  large  majority 
is  foreign-born,  but  not  a  few  are  native-bom. 

Of  the  men  examined  by  the  draft  boards,  1917- 
1918,  £4.9  per  cent,  could  not  read  a  newspaper  or  write 
a  letter  in  Jingliah.   Array  authorities  were  comoelled 
to  establish  schools  to  teach  the  ^glian  language  to 
soldiers  who  could  not  understand  spoken  commands. 

John  y»   TTeoks,  f^ecretary  of  Tar,  gives  ignor- 
ance of  the  English  language  first  place  among  the 
enemies  of  the  United  Btates.   He  'declares  further 
that  many  soldiers  were  killed  or  wounded  in  the  war 
because  they  did  not  clearly  understand,  English. 


Weeks,  John  W.   American  legion  Weekly,  August  12, 
1921.,    4.   "Americanism  and  the  Problem  of 
Illiteracy." 


THE  NECESSITY  OP  A  KNOWLEDGE  OP  THE  ENGLISH 

LANGUAGE 

Mrs.  ii.  Km   r.  Bent  has  ore  pared  a  statement  in 
which  the  declares  that  a  knowledge  of  the  English 
language  is  necessary  in  this  country  in  order  to  obtain 


•mDloyment,  t*  understand  orders,  to  avoid  accidents, 
to  know  the  laws,  to  comprehend  court  processes,  to  be 
Indeoendent  of  interpreters,  to  escape  exploitation 
and  fraud,  to  be  able  to  live  outside  of  colonies  of 
foreigners,  to  associate  with  Knftlish-apeaking  oeoole, 
to  maintain  intimacy  with  children  learning  English  in 
the  day  schools,  to  learn  the  history,  ideals,  and 
standards  of  the  country,  and  to  actiuire  the  feeling 
of  being  an  American, 


Bent,  Mrs.  H.  Z,  W,   Americanization:  Suggestions 
for  Speakers.   Sacramento,  California  titate 
Printing  Office,  iyi9. 


THE  A3>VABTAnE  TO  !I?EE  COUHTHY 
Concerning  the  advantage  to  the  country,  Mrs. 
Bent  Doints  out  that  kno.7ledge  of  English  decreases  the 
concentration  of  immigrants  in  foreign  colonies,  increases 
the  value  of  immigrant  labor,  relieves  the  courts  of 
offenders  against  ordinances  which  are  not  understood, 
lessens  the  power  of  the  alien  propagandist  and  trouble 
maker,  and  opens  the  way  for  socializing  influences  of 
every  kind. 


THE  IMPORTANCE  OF  ADOIT  SDXATIQN 

In  a  aiscuaeion  of  the  need  of  more  and  better 

English  teaching  and  aids  to  English  teachera,  Vinthroo 

Talbot  writes  as  follows: 

"The  government  of  the  United  States  is 
a  government  by  representation,  and  its  integrity 
and  effectiveness  deoend  uoon  the  intelligence  of 
all  the  people.   This  intelligence  rests  mainly 
UDon  the  easy  transfer  of  thought  and  information 
from  one  oerson  to  another  by  means  of  the  spoken 
word  and  the  printed  page.   In  an  illiterate  com- 
munity the  sense  of  civic  responsibility  is  at  its 
lo^fest,  and  disease,  social  isolation,  and  industri- 
al inefficiency  are  found  in  highest  degree, 

"It  is  difficult  for  those  who  oan  read 
easily  to  form  even  a  bare  conception  of  the  mental 
li-iitations  of  the  illiterate,  the  neetr-illiterate, 
and  the  non-reader.   It  is  still  harder  to  aporec- 
iate  the  material  handicaps  to  earning  a  livelihood 
entailed  by  illiteracy.    ^hile  illiteracy  does 
not  necessarily  imaly  ignorance,  it  does  predicate 
lack  of  information,  coranrehension,  and  understand- 
ing.  It  increases  prejudice,  suspicion,  and  passioli, 
and  di-ninishes  natural  appreciation  and  power  to 
coSoerate,  yet  ooSperation  is  the  essence  of  modern 
civilization,  and  inability  to  co8perate  is  the  basis 
of  race  hatred.   So  that  illiteracy  is  clearly  a 
toDic  for  national  solicitude,  and  its  eradication 
a  orooer  subject  for  government  action 

"The  do-nothing  oolicy  has  been  costly 
in  many  respects.    The  oercenta;re  of  avoidable 
accidents  is  increased  through  the  inability  of 
workers  to  read  danger  warnings  or  comprehend  direc- 
tions which  would  orevent  accidents. 

"Inability  to  read  involves  waste  of  raw 
material  in  many  industrial  operations,  entailing 
needless  exoense  in  manufacture  and  disappointment 
and  irritation  with  regard  to  expected  earnings. 


''In  industrial  organizations  illiteracy  results 
in  ignorance  of  essential  inforiiation  and  important 
work  directions,  and  this  causes  misunderstanding 
and  friction.    It  is  noteworthy  that  industrial 
oenjrers  characterized  by  a  high  percentage  of  illit- 
eracy are  especially  subject  to  costly  and  orolonged 
labor  difficulties;   notable  examples  have  been 
Lawrence,  Mass.,  Paterson,  li,    J.,   and  the  Colorado 
alining  districts. ** 


Talbot,  ^inthrop.   Adult  Illiteracy.    Kashington, 
U.  S.  Bureau  of  Education,  Bulletin,  1916,  JUo.  36. 
18-21. 


Zho  teaching  of  English  to  adult  i imi grants  ami 
to  native-born  men  and  women  who  have  failed  to  learn 
ftiglish  is  a  public  responsibility  which  should  command 
the  best  of  teachers  and  equipment. 

During  the  strenuous  years  of  the  war,  1917-1918, 
the  Americanization  movement  strengthened  the  growing 
demand  for  easier  methods  of  teaohing  adults  to  soeak, 
to  read,  and  to  write  the  English  language.    The 
oresence  of  raen  and  women  of  several  nationalities  in 
the  same  classes  made  imperative  the  development  of 
non-translation  -nethods  of  teaching  which  would  eliminate 
guessing  and  failure  and  consequent  discouragement. 

It  is  this  situation  which  tiakes  especially 
worth  while  a  study  in  textbooks  in  English  for  beginning 
adults. 


CHAPTER     II 

mt£  ii'iSMii^O^UEMI  4}ir  lU^U^X^USiO)  JSUEMUfZAiiY  £JLl.7JKK)iCi 
riTK  PAHTIC'JLAR  RWHSUSflCR  TO  RBCEIfTIY  POBIlSHia) 
T2XTB00KS   II  JSfieLISE  fOR  BJ»ISfiUI9  AB17LT3 

The  aira  in  this  chaoter  is  to  trace  the  devel- 
ofMaent  of  illustrated  elementary  teztboolcB,  irith  oartio- 
alar  reference  to  recently  nublished  textbooks  in  £nf lish 
intended  to  taeet  the  needs  of  bepinnin^  adalta.  in  order 
to  determine  if  there  has  been  any  noticeable  continuity 
in  that  developnent,  and  to  determine  what  principles  ao 
established  may  nojr  be  applied  in  the  production  and 
judgment  of  textbooks  in  iSn^rliah  for  beginning  adults. 


PKlOKESa   O   TSACHI90  USZHODS 
Froa  tlms   to  ti'ae,  sinoe  Comenius  began  his 
great  ;rork  nearly  four  hundred  ^eara  ago,  progress ive 
lariguage  teachers  have  ooicted  out  and  demonstrated  the 
value  of  aroasing  and  maintaining  interest  by  dealing 
with  faiailiar  aotivitlea,  situations,  and  objeots.    ab 
an  aid  to  habit  build izig,  they  have  tried  to  sti'nalate 
effort  by  oroviding  oodortAnity  for  continuous  success • 
They  have  avoided  skips  in  the  development  of  soeakinp, 
reading, and  writing  vooabularies*    They  have  shown  the 
tMianing  of  new  words  objectively,  they  have  draoatiied 
situations,  or  they  have  explained  the  new  in  terns  of 
the  familiar. 

More  and  more  teachers  have  sought  to  reach 
the  mind  of  the  student  through  as  nany  senses  as  oosRible, 
in  order  to  facilitate  the  formation  of  the  desired 
language  habits.    In  liUipuage  study,  they  have  given 
firat  olaoe  to  oral  diseunsion  and  active  demonstration. 
They  have  learned  to  use  textbooks  for  reference  iuid  for 
testing  comprehension,  rather  than  aa  a  basis  for  osnign- 
ment  of  tasks. 

Courses  have  been  organised  in  small  units  in 
efforts  to  reduce  the  possibility  of  failure  and  diacour- 
agement  and  to  provide  a  ladder  of  success  up  «hich  the 
student  may  climb  aa  raoidly  as  he  is  able. 


/ 


Ihe  first   Drivers  ixrere  books  of  rellploas 
instractlon.  In   the  minds  of  teaohera  and  authors, 

laniraage  teaohing   took  a  olaco  of  secondary  I'nportanos* 


Huey,   £l»   J3*  The  Psychology  and  i?ed&go/^y  of  Reading, 

limr  York,   Maostillan,   1^16.  'dA0^261, 


Xxaoiplss  of  these  religioas  pritaers  include: 
"Abecedarian,**       "Paternoster, "       "ats  Maria,** 
•♦Benedicito,**     and      "Gratiaa.'* 

3!he  first  Protestant   pritners  served  as  manuals 
in  the  church  services  and  as  textbooks  in  the  schools* 
Here  attain,   content  and  vocabulary  failed  to  link  up  ^Ith 
the  ordinary  events  of  daily  life* 

2hen  Philip  ilelanothon  wrote  a  priraer  in  which 
he  dovoted  fourteen  oages  to  Greek  philosoohy,   thereby 
paving  the  way  for  the  develoottent  of  secular  readers* 

A    a?iMER    FOH    cHixraiiai 

Schulte  made  an  attempt   in  lb32  to  adaot  a  oriner 
to   the  interests  of  children.         He  used   oictures  and 
rhysaes  to  fix  the  Ie88<»i8   in  the  Ttind   of  the  student. 
He  invited    interest  by  reference  to  the  situations  and 
activities  of  daily  life* 

Two  years  later,    Ichelsamer  placed  in   oarallel 
columns  Dictures  of  animals,   the  names  of  the  animals. 


and  tho  letters  .vhose  sooz^s  ooat  reseablod   the  orios 
of  the  anisialB   pictured.  rhas.   ooooalte  the   picture 

ot  a  dog  appeared   the  inrord  dog  and  the  letter  r. 

John  iiraos  Coraenias.   the  founder  of  nodem 
pedagogy,   staada  aa  the  first  great   international 
exponent  of  the  right   of  every  huiaan  being  to  an  eduoa* 
tion«       He  l8  credited  J7ith  reforn  in  the  laethods  of 
language  teaching  in  nany  countries* 


Cabberly,   £.     '.  The  History  of  Rduoation. 
Boston,    Houghton  llifflin,    1920.        409-415. 


In  1631,  Oonenius  published   the  "Junna  Lingu- 
arua  Reserta,**     7hioh  was  raade  ap  of  si-nple  sentences, 
Latin  and   the  Temacular  in  parallel  colunais.        The 
"Janua**  became   popular  inmodiately.  It  /ras  soon 

translated   into  d4xteen  languages,    including  JSnglish. 

UoneniUB  followed  the   "Janua"  with  the 
'*Ve8tilmluffl,'^     srhich  sras  also  printed   in  parallel 
columns. 

In  1658,  Comenius  published   the  more  simple 
"Qrbis  Sonsualiuffl  Rictus, **     his  famous   illustrated    orimer. 
It  was  STen  more  pooular  than  his  earlier  books.        In 
the  one  hundred  fifty  illUHtrations,   single  objects  were 


nttabar«d.  In  the  billngaal  loss on  texts  onderneatb 

the   oic tores,   the  names  of  the  nurnbered  objeots  were 
aarked  with  the  corresoond  ing  nantbera.  The  lessons  srere 

develooments  of  tooios  suggested  by  the   pictures.        The 
language  was  oonversational,   and    the  content  vas  familiar 
to  ordinary  students. 

the   "Orbis  ?ictus"  »as  widely  used  for  nearly 
£00  years.  It  .Taa  translated  into  mAny  languages,   and 

re or in ted  in  rarious  editions. 


An  excellent  edition  aooeared   in  England   in  17£7. 
In  1810,   an  edition  was  printed   in   ;inierica.        In 
1887,  C*   IT.    Bca>deen.    of  iiyracuae,  Jiew  York,    reprinted 
the  English  edition  of  17U7. 


Coaenlas  shifted   the  early  eaphaais  in  lanpua?e 
teaching  froa  mere  soonds  and  abstract  ideas  to  every-day 
things,   to  familiar  objects,   to  Physical  activities,   and   t> 
otmorete  concepts.         Be  attacked   the  spelling  method   of 
teaching  reading'* when  he   introduced  his  system  of  numbered 
oictures  followed  by  a  orinted  key  to  the   pictures.       Uia 
ai-n  was  to  connect  the  word  with  the   object,    the  sentence 
with  t^ie  action,    the   topic  jrith  actual  life. 


EARLY     EHOLISH      PSI!n!RS 

'ShQ  early  orl iters  in  JiSagllah  were  aoatly  onfrraded 
and  unillast rated.  inhere  is  litrle  evidence  of  effort 

to  orovide   books  in  <Thieh  the  language  was  fitted   to  the 
needs  of  beginners. 

Before  1700,   aomi-f^raded,   crudely  illustrated 
orl'vers  aooeared  in  both  i^gland   and  ivnerioa.  7he 

British  book  was  called,      ""She  Protestant  Tutor."         Ths 
iWaerican  book,      "The  £ew  En^^land   Pri^ner,**     was  an  abridge* 
nent  of  "iPhe  Protestant  rutor." 

Ueaonring  Z  l/4  by  4  l/s  inches,   and   containing 
but  eighty-eight  pages,    "The  Kew  England   Primer"  beoaae 
Dooular  in  all  the  American  schools  exoent  those  controlled 
by  the  Church  of  I'^gland.         The  book  oooabined  religious 
and  secular  autterisOL.        It  was  adaoted  after  a  fashion  to 
the  needs  and   Interests   of  children.        The  spelling  lists 
srere  graded   acco^lng   to  the  nu-aber  of  syllables.        The 
alohabet  was  ornamented  with  wood -cuts  vhioh  illustrated 
rhyasa*  mate  evidence   that  aids  to  interest  were   in  the 
mind   of  thr   author. 

JiPElIIBO     B00X3 
The  develooment  of  spelling  books  marka  the 


final  transition  froa  religloas  to  aeoalar  readers.        The 
first  edition  of  "The  Snfllah  School-ilaeter,"     by  Edmund 
Coote.  appeared  In  1696*         This  book  was  a  useful 
teacher's  raanoal.        In  addition  to  the  spelling  lists, 
the  book  contained  two  pages   of  scrlot  for  writing  copies* 
In  1740,   Thoaias  Dllvrorth  subliahed    "A  Sew  Guide 
to  the  iSnpllsh  Tongue."         This  book  contained   sonae 
illustrated   fables,  word   lists,  and   other  features  which 
were  soon  iialtated  by  other   mibliahers. 

BASHDOT 

Johann  Bernard   Basedow  oubliahod   two  important 
books  in  1774.  In  the  "Book  for  Fathers  and  Mothers  of 

Families  and   of  Kations**  he  announced  a  doctrine  of 
adaotation  of  material   to  student,   and  discussed  the 
osycholopy  of  learning   through  the  senses,  a  natural  method 
of  language  Instruction,   and  a  study  of  objects.        He 
sommeA  up  the  work  of  Bacon,  Comonius,   and  Rousseau. 

Basedow's  "iJlementary  ^ork  jrlth  Copper  Elates" 
appeared   in  f  )ur  Tolumes.  It  contained   one  hundred 

illustrations.  It   out  into   practise  Basedow's  desire 

to  aake  easier  the   task  of  louming   to  read. 

In  the  experimental  school  which  Basedow  ooened 
at  l>e8sau,   lanpuapes  were  taught  through  conversation. 


?ESfA102ZI 
In  1774,   Pestaloszl   ooened  hla  famoua  school  at 
Baahof •  Liks  HoasBoaa  and   Baaedour,   Peatalozsi   triad   to 

work  out  more  natural  methods  of  lan/ruage  teaching.         For 
"chattering  of  worda"  he  substituted  obaerration,   cxperi- 
'aent,    ;uici    reasoning.        Perception  of  real   objects  and  devel- 
opraent   ot  real   idoaa   preceded  conversation,   and  oonversation 
preceded   reading  and   writing.  The  word   was  connected  )irith 

the  object,   vith  the  act.  with   the   idea.  Both  Kngliah 

and  iioaerican  pedagogy  show  the  influence   of  these  iuiropean 
teachers. 

Cubberly.    History.    539. 

UOAH  ^TKBaUKR 
Ihe   production  of  graded   orimers  was  greatly 
stirQulated   by  Hoah  V.ebster.  He   published  his   "Americiin 

ftpiilling  Book**  in'«178:'^.  7hia  book  was  a  co'nbined   alpha- 

bet,   oriaer,   soeller,   and   reader.  the  word   lists  were 

carefully  graded.       This  book  soon  dioolaced  the   older 
spellers. 

GRADED      ?H  ITERS 
In  the  early  years  of  the  nineteenth  century. 


P«8taloz::ian  id«aa  gre«7  raoidly  in  popularitji'  in  wserica. 
Manjr  Bflriea  of  graded  road  era  aopeared.         JCaag.v'8 
'*Primar,"     published  in  18£6,  was  one  of  a  number  of 
graded   orimera  featuring  object  lea  tons. 

iPierpont  diaoarded  treat iaea  on  inflection, 
•aobasis,   accent,  and  punctuation  in  elementary  textbooka. 
He  .Trote:       "Keadinfr,   lik-e   conversation,   i:^  learned  from 
exaiaple  rather  than  by  rule.** 

Six  million  of  Cobb's  readers  were  sold   betireen 
1821  and  1841.  Cobb  tried   to  interest  children  through 

stories  and    infomation  about  aninals* 

Horaoe  Mann  ridiculed   the  oBthod   of  teaching 
reading  laid  down  in  7«eb8ter's  Soelling  Book,  and  encour- 
aged the  use  of  words  in  comolete  sentences. 

ORAL     LABGUiOK     LKSSOSS 
About  1848,   i^i7ard   ^.  £>heldon  attained  a  nosition 
of  leadership  ationf   those  who  were  active  in  the  introduc- 
tion of  -Pestalossian  ideas  and  aethods  in  ^^aerioa.  In 
1860,  Sheldon  imported  froa  Kn^land   the  objeot-nethod 
apparatus  and  the  oublioations  of  the  English  Uotae  and 
Colonial  Infant  Society. 


Those  nho  had   a  ptirt  In  the  Os.vego  raovo'nent 
started  by  ^holdon  regarded    the  develoonnent   of  the   senses 
as  more  inoortant  than  asre  fsemory  ^vork.  In  their 

oral   teaohlng  ixni  olasa  diseusaions  they  ained   orimarily 
at  the  develoDnient  of  fluency  In  language. 

Oral   language  lest^ans  vrere  a  natural  oatgro.7th 
of  the  Oswego  moToment.         Since  1060,  usage  as  a  (ooans 
of  learning   En/^liah  has  gradually  displaced    the  study  of 
fomal  granmar,     and  the  building  of  whole  sentences 
instead   of   the  analysis   of  sentonoes  has   beooae  conaon 
practice. 


Cubberly.       Public  Education  in  the  United  Estates. 
Boston,    Houghton  Mifflin,    iyl9.        270,    296-:600. 


Francois  Gouin  devised   the  method    of  grouoing 
a  nunber  of  tientences  around   3ne  central  activity.       SSuoh 
a  grouD  of  sentences,   called  a  theme.   Is   int^ided   to  be 
dramatized   and  <iemorized.         Rrery  theme  has  a  definite 
end   or  goal  of  the  action.  The  nroup  of  sentences 

describes,    often  in  a  stilted,   unconversational  manner, 
the  actions   leading  up  to  the  end. 


Coain,  irancola.  Art   of  Teaching   and  Studying 

X>angaage.         Uwvr  lork.   ScribnerV",,   ia92. 


In  the  thdoiG  raethod  of  lanpaagd  teaohlng,  tli« 
▼erb  roceives  the  rgajor  em-Jhafila.  7eaoher  ana  atadent 
perforra  the  act  aa  they  aooak  the  ^ords.  In  the  textbook, 

the  verbs  uued  are   orlnted   In  a  column  at   the  aide  of 
th*»   nacre,  ?he  verb  ia  directly  connected  irith   the  action, 

and  the  noun  with   the  verb, 

Couin  did  not  distinguish  bet'<ireen  children  and 
adulte  in  hivs  lanjf'aage  teaching,       17h«  thome  method  may 
be  used  7ith  etadente   of  any  age. 

the  freat  veaknenB  in  this  method   lies   in  the 
oractice   it  fiTee  in   the  aae  of  language  not  employed   in 
ordinary  conTereation,  The  learning  process   is 

artificial,   and   tends  to  give  the  studont  a   oerrerted 
notion  concerning   the  language. 

FiUITCES   LIIIAH   TAYLOR 
In  1B95,   the  American  Book  Comoany  oablished 
the   "T^omer  Primer,"*     by  Frances  Lilian  Taylor.       This 
book  io   the  culmination  of   achievements   in  textbooks 
fitted  to  the  needs   of  little  children.         Uentioning 
yroebel,    the  author  develops  in  the  introduction  the 


principle   of  adaptation  of  leaaon  to  student,   and   reoop- 
nises  the  ability  of  the  hand   to  help  the   brain  in  the 
acv^^uisition  of  kno-rledge. 

Although  the  book  in  ai^ed   to  moet  the  needs 
of  little  children  who  are  already  tallcinf;  ?^pllah.   -nany 
of  the   orinciplcfl  ann'^tmcod  and   illaatratod   therein, 
together  jvith  the  helpful  suppestiona   to  the  teacher, 
■nifht  well  be   transferred   to  a  textbook  to  be  used   in 
teaching  adults  vrho  can  neither  read  nor  speak  English. 

Parallel  arran;tement  aakes  easy  transition  from 
script   to   orint.  Both  script  and   print  are  large  and 

olsar*  Stm  jvords  are  introduced  (gradually  and   repeated 

fre<iuently,    in  varying  associations.         Many  of  the 
excellent   illastrationa  are   oictares   of  individual   objects. 

All   of  the   early  sentences  are  coro.nands  vhose 
meaning   can  be  de^on3trated•         Comprehension  In  Bilont 
reading;   is   to  be  developed  before   oral  reading   is  begun. 
Conversation  ls**ono  our  aped  by  unansvered    questions. 
Conversation  about  the  objects  and   actions  Involved   is 
to  orecede  the  reading   of  neir  faaterial.  The  studoit 

Is   to  be  trained   to  er.preos  his  thought  in  co-nolote 
aentencea,    thus  -nakinr  certain  drill  in  the  correct  uae 
of  verbs.  ^he  early  sentences  are  short. 


In  I9tt4.  !>•   C.    Heath  and  Company  oabliahad  an 
anillastrated   book,    "i-irat  iiook  for  fion'>i!;ne;li8li--i>peaking 
People,'*     by  !?•   L«   Harrington  and  Catharine  J.   Cunningham. 
The  pooalarity  of   this   book  araong  imaigranta  at  the   oreaent 
time  warrants   the  deol^iration  in  its  introduction  that  the 
method    of   teaching  used   by  the  authors  enables  atudonta  of 
any  age  to  acquire   in  three  'aonths  a  good   foundation  on  which 
they  raay  build  with  ordinary  reading. 

The  method   ia  one   of  usage  of  English   in  the 
classroom.       Correctness   in  spoken  and   written  Kngliiih  is 
the  dofainant  aim.        The  aoproach  ia  oonTeraational,   natural, 
and   objective.  .ientences  are   built  as  thoughts  concerning 

the  objects  named. 

Oral  mastery  of  the  sentence   precedes  reading  and 
jrriting.  letting   of  copies   on  the  blackboard,    the  erasing 

of  these  oooics,   an^   the  dictation  of  these  cooies.   follosred 
by  the  resetting   of  the  copies,   enable   the  student   to  correct 
his   ovn  vork.  JSow  verb  forms  are  reoeated    in  varying 

associations.         lil^hen  verbs  of  action  appear,    performance 
of  the  action  by  the    pupil   is  suggested.  rhe  past   tense 

aooears  first  in  Lesson  £4. 


By   neans  of  draoatiaation,  the  sieaning  of  tli« 
early  loauons  can  b«  easily  demonstrated.   Coamands 
Insure  drill  in  tbo  use  of  the   sl^aple  present  Terb  fom^. 
The  more  difficult  verb  forits  «nd  eoastructiono  are 
oarofully  graded.   Xhe  sentenceR  are  otinsiatently  short. 

rho  value  of  the  appeal  to  the  different  Qonses 
is  oointed  out.    The  use  of  £0  point  type  in  orinting 
the  early  losaona  shows  appreciation  of  the  needs  of 
beginners  sviiioh  has  not  been  manifest  in  the  use  of 
s.iiallor  type  in  certain  textbooka  rmbliahed  since  1904. 

lo  oictnres  are  necessary  in  this  book,  as  the 
objocts  and  parts  named  aay  easily  be  pointed  out  in  the 
classroom.    ^ost  of  the  language  used  is  suitable  to 
adults  as  well  as  to  children.   Several  years  itere  to 
pass,  however,  before  nuch  interest  was  taken  in  the 
Dublication  of  textbooks  intended  to  aeet  the  needs  of 
beginning  adults. 

CEAUCEilOR 
In  1911,  the  .American  Book  Company  oublished 
W.  £.  Chancellor's  "Standard  Short  Course  for  Kvening 
Schools,"  a  summary  of  four  earlier  textbooka  by  the 
■aoM  author.    Chancellor  points  out  the  efficiency  of 


isr  5 lit    .nr 


direct  HMthods  In  teaching  Kn^rlish  to  bef:lnning  adults, 
and  8ho«8  that   the  adult  learns  to  sooak  a  language 
easiest  'Then  he  aooroaohes  it   .^uat  as  a  little  child 
apnroaches  the  lampoage  orohlera,    i.e..   he  learns   to 
speak  before  he  learns  to  read.         He  also  aakes  clear 
the  vaakness   of  translation  raethods. 

nevertheless,   in  his   first  lesson,   Chancellor 
introduces  ttotAb  ^rhose  meaning  cannot  be  demonstrated 
objectively.  The  value   of  his  «ork  lies  in  the  excellent 

Die tares  of  scenes  and   individual  objects. 

?IAHT  F.    ^HARm 
In  this   same  year,   1911 «   the  ^erican  Book 
CoTjpany  nnblished   "a  First  Reader  for  l^'oreipners,'*     by 
Hary  F.  Shame,   anoarontly  aitaed   to   be  aaed   in  the 
teaching  of  Kngliah  to  foreign-born  children.  Verbs 

of  action  and   con^aands  are  given  proroinenoe.       Complicated 
langua/TO   is   introduced  gradually.  The   illustrations 

are  clear  and  attractive. 

In  1»12.   the  Association  J?reBS   took  up   the 


adult  oaa8«  in  the   otibllcatlon  of  "Kn/rliah  for  Comlzm 
Americans,"     a  t«aohar*B  manoal,   aocoaoanled   by  loose 
leaf  lesRona  and  wall  charts ,   by  Peter  Roberta.       Roberts 
develooB  the   irlnclolee  laid  flown  by  Gouin  tvrenty  yeara 
before,  and   sujaa  np  the  experiences  of  rauny  Rucoessfol 
teachers  of  beginning   adults. 

The  lensons  outlined   by  Roberta  are  baaed   on 
aotivltlea.        The  aoproa^h  is   strictly  oral.        Iha 
student  learna  to  aoeaJr  new  Knflish  sentences  in  each 
lesson. 

MARKOITI?':      A.NB     35ARR 

in  1914,    the  /t^-aerioan  Book  Company  oublished 
**jfiveryday  Lan^aa^e  lesRons,"     by  Alfred   J.  Ifarkowitz  and 
ti&iiuel  iStarr.  The   oreface  announces   that    the   teacher  Is 

reminded   in  ever,    lesson  to  nso  the  text  as  a  basis  for 
conversation,   and  notes  the  advantage  derived   from  hearing 
and  nsin^  and  seeing  the   Tord    in  cojineotion  srith   interesting 
objects  and  activities. 

The  organisation  of  this  book  ahowa  ra^ard  for 
the  environment  and  needs   of   tl»   student.  Sentences  are 

selected  from  those  the  student  in  "loot  likely  to  hear 


anfl  need  to  osa.         Moat  of  the  lan^na^e  la  auitable  to 
adolts.         Commands  axid   ananovrered   quo&tlons  ap9«ar 
frettuently.         yrom  the  bep inning,  correct  use  of  verb 
for'nn  is  th»  domlnamt  aia* 

RAYKOlt]}     F.      CHISS 

In  I'iie,    the  iiureau  of  Hataralisation,   U.   B. 

Bepartment  of  Labor,    ?>ubli3hed  a  "Student's   Toxtbook, " 

by  Hnymtrnd  F.   Criat.  Xha  attitude   of  the  author  is 

ancooraf in^   to  those  looking  to  the  povernaent  for  a 

textbook  useful  in  the  teaching  o:^  iir-liah  to  orosoeotlve 

citizens.  The  folloi^vlnp  announcement  apoears  on  oage  £; 

"The   teacher  who  will  write  down  any  thought  to 
ImDroTe  the   text  at  any  part  or   ooint  and   ut  onoe 
forrard    it  to  the  Bureau   of  Katuraliaation  will 
render  a  patriotic   ouhlio  iiervice.  Available 

ideas  will  be   incorporated   in  a  new  edition.'* 

ThlM  book  was  com oiled   after  suggestions  had 
boen  invited   frora  the   Oiiblio  achoola   of  the   country. 
The  )»ook  olalms   to  'Attetapt  to  orovide  what   the  sturtent 
reaQly  needs.  i?he  jrreuteat  value   of  the  book  lies   in 

tnlB  spirit.  %i^  it   orove  contariousl        I'he   type  used 

in  printinp   the  lessons  ta  ridiculously  arnall,   and   the 
soaoe  devoted    to  loosons   in  Kn;jllah  is  abbreviated,    but 
the  oral  approach  is  encouraged.  'I'he  book  is  not  illus- 

trated. 


BFJtHY     B.      OlIXBERGiSR 

In  tho  saiae  .year,   1918.   Charles  Scribnsr's  3on8 
pabll3hed    "JSn/^lish  for  Comin/^,    nmericons,"      by  Henry  H» 
Gold  berg or.  This  book  in  based  on  tho   principle  that 

Booaklng  is  the  oaycholopioal  bajis  for  reading  and 
writing-  its  iaoiaediate  ala  is  to  holp  the  stadont 
express  hia  noefls   In  En,clish  to  Sngllsh-aoeaking   oeoole. 

'She  sentence  i     i«uogrJ.zed  as   the  payohologioal 
nnit  of  soeooh.  The  lessons  are  built  around    tooica. 

Ability  to  use  Knfliah  is  declared   to  be  -aore 
essential  than. ability  to  conjurata  Terbs  and   ability  to 
chart  the   oersonal   oronouns. 

In  addition  to  textbooks,  Goldberger  la   the  author 
of  seTaral   teacher 'a  ra^inuals.  He  discusaos  Yarioua 

<iiethods  of  aporoaoh  in  "Methods  of  Teaching  Kngliah  to 
the  non-iin/:li3h  Hoeaklag  PoreiAn-Born, "      oubliahed   by 
the  ^imericanization  Bureau  of  ^Pennsylvania.  he  demon- 

strates  the   suoerltarity  of  direct  methods  over  translation 
methods  in   teaching  Snplioh*  He  nhova  that   the  use   of 

c onmand a  is   particularly  effective   in  teaching   the  meaning 
and   the  use   of  verbs  and    prepositions  and   the   other  parts 
of  aoeeoh. 

Goldberger  eaphasisea  the  importance   of  conver- 
sation,   of  dramatisation,   and    of  drill   in  those  sentences 
and    exnressions   thich  the  student  neeUs   to  use  iTuaodiately. 
He  d*ella   on  the  superiority  of  the  dovoloomont  method 


axar  the  atilted    theme  method   of  Oouln  and  Roberta, 
rte  develooaent  method   treated   by  Goldberper  aso«  a 
series  of  related   (^ueatioiui,  grouped  about   an  object, 
a  scone,    or  an  activity.  It  le   a  natural   .-nethod. 

It  encourapea  variety  in  sentence  stracture*        It  allows 
Iroraediate  corrootion  of  errors.        It  develops  ability 
in  both  oral  and  i^ritten  eoapoBition. 

^^'oldbcrper    oointti   out   the  necosaity  of  testa 
of  cosipreherxBion  «?hen  <>ictare«  are  uaed   as  illustrations. 
He  particularly  eaohacizes   the  need  of  textbooks  so 
organized  that   the  understand inp   of  papila  may  be   tested. 
Uo  soggeuts  that   a  textbook  should   contain  aeries  of 
qOAstions  ..'hich  ctannot  be   answered  unless   the  text   is 
understood.         fie  advises  the   orinting  of  sample  atunrars 
in  the  early  lessons.        ii&  further  nufffuBata  that   all 
difficult  *ords  shoulo    be  correctly  oronounoed   and 
jaastered   before   they  are  seen  in  orlnt  or  in  script. 

> 
"rSHEHAl  CRITIC t3!« 
Whenever  leaders   in  /inioricanisation  /rather  to 
discuss  thoir    orobleras,    one  critic iarn  of  available  textbooks 
in  Kn^^liiih  for  bafinninp  adults   is  onre  to  be  heard. 
This  critic isa  is   to  the  effect   that  authors   and    oubliL^hers 


of  textbooku   try  to  do  too  much   In  one  book*  Textbooks 

give  too  much  evidence   of  an  eagerness  to  win  the  coveted 
adoptions  by  school   boards  and   principals  whiolx  insure 
profits.  Claasroom  needs  desorve  greater  consideration. 

Attention  ia  fretiaently  called   to-  *he  fact   that 
the  available   textbooks  are   too  far  advanced  for  many 
bo/T inning  adults.  They  are  based   on  a8f;amption  of  a 

foundation  and   a  raastery  of  vocabulary  not   possessed  by 
thousands  of  nen  and   ffonen  who  would   attend   oveninf  schools 
If  they  were  sure  of  receiving  help. 

feaohers  are  warned  oonoeminf^  the  comparative 
aselossnesa   of  explanation  and   definition  of  abstract 
terras  in  elementary  language  textbooks.         We  are   told 
to  use  no  language  so  abstract   that  its  meaning  oannot 
. b«  draaatised.       Ae  are  urged   to  get  back  to  objects  and 
pictures  and  aotiona  and  illustrations .    back  to  coanands 

and   t^uestions  and   similar  teats  of  comorehension. 

> 

BKRIITZ 
Xhe   textbooks   of  M.    T.    Berlitz  are  examnles  of 
what   oan  be  done  when  nastery  of  language  is    the  dominant 
aim  of  the   textbook  ;7riter.  In  1919,    florlltx   oublished 

his      '*:iethod   for  Teaching  Modem  Languages,   ifin,^liah  i?art. 
First  Book."         large  colored  wall  charts  and    objects  are 


UBod   in  •xolainiog   the  ateaelng  of  concrete  words.       Abstract 
words  are  defined    in  terras  of  the   farailiax.  The  aesocia- 

tlon  of  ideas  is  enaployed.  U&«  iwords  and   sentences  are 

directly  connected  tfith  perception  and   thought*       ivnglish 
is  ttsed  constantly  and  oxcluslvely.  taking  the   i^syoholopioal 

process  by  arhich  ci.ildren  learn  their  ?iother  tongue,  Berlitz 
adapts  it  to  the  needs  of  the  student   of  any  a^e. 

In  tho  early  lessons,   conversation  is  develooed 
about   objects.  Xho  later  lessons   are  divided   into   three 

oarts:        the   oral  development  of  vocabulary,   the  reading   of 
the  text,   question  and  answer  exercises. 

iJo  lessons  are  assigned   in  advance.         Constant 
review  and    practice  ia  encoura.'^ed. 

Berlitz   employs  ncvr  words  In  such  a  manner  that 
the  aeanlng  is   conveyed   by  the  context.  ^iarstions  are 

then  asked  which  cotioel  the  student  to  use   the  new  word. 
These  questions  also  serve  as  accurate  tests   of  comprehension. 

Idioias  artf  explained   as  wholes,   rather   than  by 
analyais. 

Heading  ia  preceded  by  oral  development,   e.-siuiing 
the  student  to  raaster  the  ^ord    orally  before  he   nees   it 
printed    or  itritten. 

YRABK  TH^IPiOH 
Frank  Thomnnon's   oarticular  contribution  lies 


in  the  field  of  theoretical  discussion.   In  1920,  Harper 
and  Brothers  published  his  book,  "The  Schoolinp  of  the 
Immigrant. "    Ghaoter  V  of  this  book  is  devoted  to  the 
oroblem  of  teaching  Knpllsh  to  the  immigrant.    Thompson 
believes  In  making  the  lesson  fit  the  student.    He  insists 
on  the  use  of  the  conversation  method  of  aporoach  (page  211.) 
He  declares  that  language  which  is  to  be  the  medium  of 
corataunication  should  be  taught  by  a  method  which  emphasizes 
such  comTwnicataon.   He  declares  the  teacher  of  beginning 
adults  needs  the  highest  professional  skill. 

FliSHEH  Aim  UiLLL 

In  1920,  Cinn  and  Company  published  "JSnglish  for 
Beginners,  Book  Qno,'*  by  -4nr.ie  Fisher  and  Arthur  Deerin 
Call.    The  content  is  better  suited  to  the  experience  of 
children  than  to  the  exoerience  of  adults.    Uinety 
tooical  leasons  are  developed  in  248  pages,  illustrated 
with  hundreds  of  pictures  of  single  objects.   Many  of 
these  pictureo  of  single  objects  are  labelled  with  the 
names  of  the  objects. 

Oommands  are  introduced  in  the  first  lesson.  The 
organization  of  the  lessons  in  the  form  of  dialogue  between 
teacher  and  pupil  Insures  the  use  of  conversational  language. 


•,£ 


inie  meaning  of  the  early  lessons  can  be  easily  dramatized. 
Sentences  with  blanks  to  be  filled  by  the  student  appear 
frequently. 

iSxcellent  suggestions  to  the  teaqher  appear  in 
the  Introduction  only.    ?honetlc  word  lists  appear  in 
the  aopendix  only.    !Phe  aonondix  also  contains  groups 
of  sentences  useful  for  drill  in  the  correct  use  of 
preoositions* 

The  flood  of  orders  which  followed  the  announce- 
foent  of  this  book  in  anaole  eYldenee  of  the  demand  for  an 
Illustrated  textbook  using  the  conversational  method. 

FRAHCSS  K.  rvT?fOHE 

In  this  same  year,  192^0 ,  the  Ohicago  ^sociation 
of  Commerce  published   "A  First  Book  in  English  for  Kon- 
English  Speaking  Adults,"  by  Prances  ^»   Wetmore.    The 
organization  of  this  book  shows  evidence  of  effort  to 
meet  the  needs  of  adults. 

The  ilVustrations  picture  single  objects.   Each 
picture  is  large  and  clear.    Printed  alone  on  numbered 
pages,  they  provide  the  equivalent  of  a  series  of  numbered 
pictures  of  single  objects. 

The  fifty-two  lepical  lessons  are  printed  with 
large  clear  type,  paralleled  by  equally  large  clear  scriot 
which  furniahes  excellent  writing  copy. 


There  are  no  sugpestions  to  the  teacher  or 
notes  to  confuse  the  student. 

Deniionatration  of  the  meaning  of  a  few  of  the 
words  is  difficult,  but  the  lessons  do  not  increase  in 
difficulty. 

OUGaB.     SALEfiO 

The  work  of  Oscar  Galeno  is  also  vrell  suited  to 
the  needs  of  adults.    In  1921,  the  Gregg  Publishing 
Oomoany  published  the  "Caleno  fiatural  Method,"  consisting 
of  "Book  One"  and   "Book  Two"  and  a  large  thirty-five 
page  picture  chart.    The  books  contain  reproductions  of 
the  pictures  which  appear  on  the  chart.    The  books  are 
bilingual,  and  may  be  used  in  teaching  either  Spanish  or 
English.   The  charts  raay  be  used  in  teaching  any  language. 

An  excellent  teacher's  manual  has  aopeared  more 
recently. 


Flaenoy  in  thd  oae  of  langaage  is  Galons 's 
dOBinauit  fidm*       He  declares  that  the  beginner  in  the  study 
of  a  lonfuage  should  approach  that  lanj^uof^e  very  such  as  a 
child   aporoachos  its  mother  tongue*         He  enoh^iisises  the 
importance  of  thinlcin;;  in  the  languai^  which   is  bein/; 
learned • 

The  hundreds  of  objects,   scenes,  and   aotiTities 
pictured   by  Craleno  are  aade  the  basis  of  conversation.        i^he 
aoproach  is   oral  and  direct.        The  textbooks   are   intended 
for  aids  in  testing   the  student's  ooraprchension,   and    for 
helTW   in  review  study,   and  not  for  use  in  the  classroom 
as  readers.  Objects  and   oarts   in  the  pictures  are 

numbered.  ^  oa^e  of   oictures  is  followed  by  a  key  to 

the   pictures. 

THE     CLETKLAlT])      ].£SSQ|IS 
In  I^ecerabor,   19H1,    the   -imericanization  3>epartraent 
of  the  Oakland  J?u'blic  achools  received  a  set  of  twenty-six 
lessons   published    by  the  atlantio  Monthly  i?res8.  The 

series  is  called,      "First  Heaalng  Lensons  for  Adults. ** 
Xaeh  lesson  is  illustrated  jrlth  a  larf.e  angraving.        Lessons 
and    Diotnres  are   winted   on  heavy,   unbound   ahects,      11  5/8 
by  8  z/A  inches.         The  lessons   are  orinted  with  6  mm.   type. 


.^ 


This  excellent  aeries  of  lessons,  prepared  by 
public  school  teachers  in  the  field  of  adult  education  in 
the  various  factories  and  community  centers  in  Cleveland, 
Ohio,  has  become  known  as  "The  Cleveland  Lessons."   The 
content  of  the  lessons  is  suited  to  the  experience  of 
adults.    The  meaning  of  the  lessons  can  easily  be  demon- 
strated by  means  of  the  pictures,  objects,  and  dramatisa- 
tion.   While  unbound,  this  series  of  lessons  merits 
special  commendation  in  a  study  of  toxtbooka  in  English 
for  beginninr  adults. 

COHCIUSIOJIS 
Considering  the  facts  treated  in  the  foregoing 
historical  sketch,  we  may  conclude  that,  bopinning  with 
Comenius,  there  has  been  a  noticeable  continuity  in  the 
development  of  Illustrated  elementary  language  textbooks. 
We  may  also  conclude  that  cert;a.in  principles  as  established 
by  the  experience  of  successful  teachers,  orinoiples  whose 
apolicatlon  is  illustrated  in  various  textbooks,  may  be 
applied  at  the  present  tine  in  the  production  and  Judgment 
of  textbooks  in  Knplish  for  beginning  adults.   A  summary 
of  these  vorking  orinciples  follows. 


SOICCARY      OF      J23TA3Ll3H2t'     PRIHCIPUffl 

For  the  sake   of  econoay  and   efficiency,   the 
learning  and   the   teaching   of  the   iinrlish  languafre  Bhoald 
be  aado  aa  easy  aa  possible. 

Teaching  methods  ahoald   obey  the  laare  of  osyohology. 

liffort  by  the  student  shonlo    be  sti-nulated   by 
the  elimination  of  the  likelihood   of  guesBing  and   failure. 
Stated  more  ooeitirely,   effort  el  ould   bo  stimulated  by  the 
organization   of  coursee   in  small  units   in  such  a  way   that 
opportunity  is   provided  for  continuous  success  and    orogress 
according  to  ability. 

Vhere   oossible,  new  words  should  be  heard  and 
used  .azid    seen  in  connection  rrith   Interesting  a,i'A  familiar 
objects,   situations,   activities,    and    ideas. 

1h»  eraohasis  ahoald   be   placed   on  overy-day  things, 
fa^ailiar  objects,    phyaioal  activities,    and   concrete   ideas, 
rather  thm  on  nere>3oand8  and   abstract   idoaa  connected   .vith 
rellfion  and   patriotism. 

In  textbooks  for  beginning  adults,   content  and 
Tocabulary  shotilc:   be   linkd    up   vith  tiie   ordinary  events 
of  daily  life,    in    vhich  coTismd    of  the  Ijinguago   is  essential. 
Content  and  vocabulary  ahould    be  suited  to  the   thourhts 
and   experiences  and    oroblcms  of  adults. 

Vocabulary  and   constructions   introduced   should 


be  carefally  graded,   ao   that   increase   in  difficalty  may  be 
counterbalanced   by  IncreaRe   in  ability   on  the   part  of  the 
student*         Uoreover,   new  ^orda   and  neir  complloated   exores- 
elona   shoiild   be  introduced  f?radually  and   repeated   ..everal 
titoea  with  varying  asaooiationn. 

Direct  methods  are   preferable  to  trauislation 
methoda  in  teaching  Knflinh  to  beginning  adulta,   ;irithout 
reference  to  the  fact  that,   due  to  the  Tariety  in  the 
nationalities  reorosented,   only  newi-transluti on  methoda 
are  expedient  in  raost  of  oar  Americanization  claaaea* 

Idiocia  ahould  be  explained  an  wholea.  They 

shoald   be  explained   through  the  context,   in  terraa   of  the 
faraillar,   or   tbror^h  use,   rather  than  through  analyaia  and 
attempta  at   tranalation. 

Percpotlon  and   thought    shoald  be  directly 
connected  with  nevr  words  and   aentenoca, 

■         Contlnni^ty  In  the  asf^ociation   of  tho  ideaa 
Introduced   In  deairable,    eapecrially  throuph  t^ucoeedinp 
aentencep   in   the  conversation  built  around   any  one   topic. 

ojci  pa  »?hoald   be  avoided    in  the  dcvelooment   of 
apeakinp,    reading,   and   writing  vocabularies,    i.e.,   the 
new  ahould  be  oxnlained   in  terms   of  the   familiar. 

Uo  avoid   akipB  and   breaka   in   the  continuity   of 


thm  acqaisitipn  of   the  new  language  habits,   textbooks 
should  not  be  too  Inclusive.         The  textbook  for  beginners 
should  helo  lay  the  foondation  on  whloK  the  teaching   of 
history  and   civics  may  bo   laid.  Tha  ai-a  should    be 

instruction .   rot  preaching. 

The  hand   nhould   bo  ealled  uoon  to  helf)  the 
brain  in  the  acquisition  of  language  habita.  In  early 

le^Bons,  the  verb  should  be  given  prominence.  For 
connecting  the  word  with  the  action,  and  for  testing 
comorehrnnjion  at  the  same  ti^e,  no  better  aaeans  than 
cormanda  have  been  devised. 

Xhe  early  ooranoands  should   b&  selected   frooi 
those  which  the  student  will  hoar  and  see  and  need   to 
give  inost  frequently.  ?he  selection  of  these  oomaands 

should   be  limited    to  those  //hoae  ?neaning.  can  be  denon- 
fitrated.  Other  oom*7iands  are  valueless   in  a  typical 

evening  school  class   in  Knrlish  for  befinnlng  adults. 
The  student  shoulg    oerforra  the  action  indicated   by  the 
comnand,    and   then  he  should   In  turn  make  another  oerson 
understand   the  corawjand. 

Saaes  of  faniliar  objects  -Thich  the  student 
rnuat  recognize  and  know  are  aecond  in  importance  only 
to  the  sjore  comion  verbs. 


Perce  ration  of  objects  and    the  deTelooment  of 
real  Ideas  should    orecede  conversation.       The  -aeanlng  of 
nsw  words  should   be  shown  object iToly  If  possible.       ^hen 
oicturea  are  used   as  illttstrationa,    jast   aa   in  the  use  of 
objects,    tests   of  comorehension  are  essential.        textbooks 
should   be   so  organized   that   the  understanding  of  the 
student  lay  be  eaaily  tested. 

Pictures   of  individual   objects  and    parts   of 
ol>Jeets  should  be  numbered.         Baaes   of  objects  should 
be  seoarated  froa  the   oictures  of  the  objects.  The 

naiaee  and   the  corresoondin^  numbers  should   be   arranged 
IB  a  Jcey. 

Speaking   is  the  pnycholo/tical  baaiu  for  reading 
and   ^ritinp.  Hooakinr  nuturMly   oreccdes  reading. 

Xarifuaife  which  is   to  be   used   for  communication  of  thoupht 
should   be  taught  by  -aethods  based   on  cora.iaanicatia>n  of 
thought. 

Where  correct  pronunciation  is  an  aim,  words 
should   be  understood,    oroRouneed,   and  mastered   orally 
before  they  are  seen  in  print  or   in  script. 

In  any  case,    oral  devslopmont  of  vocabulary 
should   precede  reading  and   -rriting.  fhia  devolopment 


conslats   of  oonTersaticni  about  the  objects,   aotions,   and 
ideaa  Involved. 

Coranrohension  In  silent  reading  i3houl<},  be   oresent 
before  oral  readlnf:  is  begun. 

3rd  i  nary  read  are  shoiild  be  used   only  for  refer- 
ence txoA  in  toating  ootaorekenslon  in  nilent  reading* 

ileadinp,   like  conversation,   ia  learned   from 
exa'sole  rather  tban  by  rule,   and   tshould    be  taught   by 
examole.  ihis   orinciple  eliminates  from  textbooks  in 

IJtoglish  for  beginners   treatises   on  inflection,   emphasis. 
ohonetics,   accent,   and   ounctuatior.         ^'sage  as  a  means 
of  learning  ii^n/'liah  should  diaolace  early  study  of  formal 
grsaaar* 

iiccuraoy  in  comprehension  and  lluenoy  in 
ooa^QuniOiition  srould  receive  aajor  emphasis  in  the 
aiiis   o£   the    teacher. 

The  olno   of   the  stuaent  should   be   reached 
throu^'h  as  nuuiy  seiines  aa   possible. 

Thinking   in  i:.n;-liah  ia  essential  to   the  develoo- 
-nont   of  fluency  in  speaking  and   writing,   as  well  as  to 
the  develonent  of  accuracy   in  comprehension.        Observation, 
experioient,   reanoning,    -ind    the  draining  of  conclusions   in 
fin^f^lish  ahould    be   stitoiiliiited. 

the   iiUGstions   introduced    in  early  lessons  should 


be  answered   in  the  book^.  Hhe   printing  ot  th«  qaestlonR 

In  numbered   lists  followed  by   the  correct  an8;rers  in 
airailarly  nuTibered   lints  fumlshea  a  Btiraulant  to   thinking 
in  ICn^'lish. 

Th9  eectonce  is  the  psychological  anit  of  Boeech. 
A  tendency  to  expresu    thought  in  complete  sentences  should 
be  cultiTated.  3?he  early  sentences   should    be    -  ort, 

Involvinp  not  more  than  seven  or  eight  syllables. 

Words  should   be  used   in  sentenoes  as  soon  as 
oossible. 

The  early  lesrions  nhonld   aonear  in  both  print 
and   acriot.  licript  and    nrint  should    be  larpe  and 

clear. 


CHAPTSR      in 
A  TYnCAL  CI^ASS  IB  EMGXISE  POH  BaOIBMIBO  ADOITS 

Study  of  the   orinei»les  applied   in  the  oroductlon 
and  judgaont  of  toxtbooka  in  Hn^f^lish  for  beginninp  adalts 
ijufrftoatu  at   once  liueatlons  cjncerning  the  axaot  nature  of 
a  typical  olaaa  in  ifin/xlish  for  bo^inning  adulta.        Bhat 
nationalitioa  are  re  ores  anted  7       Ho^^r  old   are  the  students? 
tihat  are  t/ieir  ocouoations?       ^hat  are  their  aabitions  and 
olane?         »hat  are  their  proaoects?         What   ia   their  language 
abllityi'         Bhat  ia   their  eductitional  utatas?        ^hat 
concluaiona  concorninf  textbooks  oan  be  dra^fn  fr'5m  a  study 
of  the  answers  to  these  .^ueBtiono? 

I'he  aim  in  this  chapter  lu    to  analyze  a  tyoical 
class   in  inplish  for  bo^inninp  adults   in  order  to  ansvrer 
the  above  queationai  iatniliarity  Trith  .iaericanization 


'A 


i,f      efforts  in  Oakland,  California,  to,?ether  with  classroom 
experionce  in  the  achool  choson,  led  to  the  oeloction  of 
the  class  in  Knpliah  for  topinning  adults  in  Uarfiold 
Evening  ijchool  uc  a  typical  class  on  which  to  base  a  surrey 
oif  the  oreaent  aituation. 


Oarfleld   Kvening  S>chool  is  locatod   at  the  corner 
of  Sixteenth  atreot  and    Twenty-third   Avenue,    Oakland,   Calif- 
ornia, fhe  build inf*  used   la   the  largest   of  the  buildings 
vhioh  house   the  Garfield  l>uy  iichool. 

In  the  districts  nearer  Lake  Merritt  on   the 
one  Bide,   and    the   foothills   on  the   other,   CJarfield   i^ivcning 
School  is  knoT^n  «8  a  water  front  school.  Uerabers   of  the 

Garfield  Parent- Teacher 3  ikssociation  resent   this  attitutfs. 
At  any  rate,   the  school  is  about  one  half  aile  from  the 
ahore  of  San  Francisco  Bay,   in  the  heart  of  a  district 
la  ^hleh  foreigners  cor.gregate. 

REPRESFJTTATIOK      OF      KATinNAlITTSrS 
Miss  Hyan,   a  teacher  in  C^arfleld  I>ay  iichool , 
has  investigated   the  nationality  of  the   families  represented 
in  the  school.  <)f  699  families,   £64    (AZ»4%)   are  American 

torn;        ZAb    (b7,ei^)   are  foreign  born.  In  these  foreign 

bom  families,  twenty-three  nationalities  are  rooresented. 
l^a'tjilies  from  i?ortugal,  Hawaii,  and  the  Azores  are  grouped 
together.  The   totals   of  the  different  nationalities 

follow. 


a^JiVii  cjuja^TKrt 

VAiaxixs 

Austria-Huncary 

6 

B«nraarJc 

8 

ISnf^land 

11 

Pinlaod 

t 

Kracoe 

8 

Germany 

17 

Greece 

3 

Holland 

7 

Italy 

13 

Ireland 

7 

Japan 

1 

Jugo-iilavia 

2 

lithuanla 

1 

Mexico 

b 

M  or*f  ay 

14 

i?  aland 

1 

Portugal,  iu./aii, 

the  Azores 
•• 

and 

192 

Huaoia 

4 

Scotland 

9 

Servia 

2 

Spain 

15 

Sweden 

14 

Svritzorland 

2 

Total            346 

familiea 

Children  underage  nine  were  excluded   from 
th«  above   onurnQrrition. 

Ji'  tho  children  in  Garfield  T'ly  School, 
42   »er  cent,   are  ^nerlcan  born;  35   per  cont.,    though 

of  Ijreipn  birth,   have  suffiv-ient  naatery   of  iSn^llnh  to 
carr.v  on  ref'ulj.r  school  Trork;      '"    ^pt  cent,   are  seriously 
handicapped   by  lan.^uoge  deficiency. 

The  students  in  Oarfield  Kv^ninp  School  ire 
drawn  'rom  tho   foraipn  bom  fa-niliea  In  this  san» 
neighborhood. 

Bove-nbor  r,   13^1,   a  visit  was  made  to  the  olaas 
in  En^iieh  for  bnginnln,*^  adults   in  thia  sohool.         Sixteen 
Btadents   Tero  -^resent,    out  of  a  total  enrollment  of  forty- 
six. 

Four  nationalities  ;rere  represented   in  the 

class,   aa  follows: 

?ortuna6fle  6 

Spariish  *•      o 

Italian  £ 

fiorwegian  2 

The  class  roll  showed  that  natives  of  Germany, 
Uweden,   ^ustria,   and   Louiaiana  had    attended   since  Aufust 

H2,   19£1. 

She  ages  of  the  students  ranged  from  17  to  44, 
as  follows:    17,  10,  10.  18,  19.  ly,  ly.  £0,  El,  hi. 


E2,  £2,  24.  J:b.  xe,  ii»,  44.    Modian.  20,5  years. 

OCGli'ATIOjrS    OF   THK  STUDENTS 
)f  the  two  women  In  the  olasa,   one  »aa  carried. 
The  other  vronaan  was  a  seTrlnp  f^achine  ooerator 

in  a  cotton  mill. 

Three  of  the  men  ^ere  loora  operators  in  a  cotton 

mill}      two  were  machine   ooerators;   two  were  -nachinist's 

heloera;      one  w&a  a  machinist;      one  was  a  oaroenter; 

one  was  a  battery  maker;      one  was  a  truck  hand    in  a  cotton 

mill;      one  was  an  ee,r  candler;      one  was  a  furnace  tender; 

one  was  a  dru^pist  aoparently   oarmanently  reduced   to  the 

dishwashing  trade. 

AiraiTIONS,      PLANS,      ANI»      ^Kr^SPEOTS 

fflj*  mambera   of  the  class  VHrie-l  widely  in 
aabltions,    olans,   and    orosoocta. 

The  ,f0?aan  *ho  worked   in  the  cotton  mill 
exDressed   satisfaction  .vith  her  present   oocaoation* 

One  of  the   loom  operators  had  no  plans,   while 
the   other  looa  operators  said   they  were  satisfied   with 
their  8iti*i.ox  ^i.. 

The  roachinist'e  heloers    /anted   to  be  rated 
as  sxaohiniats,  chiefly  because  of  the   increase  in  pay 


Involved.  They  had  r*o  higher  aiibltion. 

i'he  batter/  raaker  ;;rimtGCl   to  oli.ab  in  his 
prafesfiion,    but  he  had   fortiad  no  definite   alan. 

ihe  truck  hnnd  seeaetl   indifferent   to  prosoecta 
of  advancement* 

fhe  egg  candler  aaid  he  v7oaia    be  HntiaXied 
with  any  kind   of  v/ork  that    oaid  well. 

i.'he  siiioyard   furnace  tender  had   no   olans. 

Xhe  diah^racher  who  had  l>een  a  Grapfiiat  in 
Mexico  expressed  preat   eafrerneaa   to  fet  an  education 
in  /ytigllah,    to  ^o  throuph  hi/^h  school  and   on  to  the 
university. 

A  machlniat  and  a  carpenter,   unemoloyed,  aaid 
they  were  satisfied  when  Ciioloyed   at   their  trades. 

One  nachine  operator  in  a  cotton  mill  had   no 
olans.       iknother  operator  In  the  saas  mill  »ald  he  wanted 
to  beoome  a  l^uvyer,     ";rho  does  not  have  to  work.**         He 
showed   energy  axra  enthuaiaaii  to  a  degree  unuaaal  in  auoh 
clasaes. 

The  caajority  of  the  atudenta  in  such  claanea 
as  the   one  described  above  are  satiafied   .7hen  eiiployed 
at  manual  labor,    provided,    of  coarse,   that  the   f>A^\ii 
not  too  little.  Choice   bfltvreen  occupations   la  larpoly 

governed  by  the   oay  involved. 


LAJ?CUAr:c     ABILITY     IilW      KTUCA^IOEAL      STATDS 

flflc  variation  Is  also  evident   in  tho  language 
ability  imd  educational  ntatus   of  the  Ptudonta   In  thia 
clann. 

>i'  the  \73raen,    tns   Italian  cotton  "aill  worker 
could   soealc,   read,   mid  Ttrite  aone  JJnplish. 

!Che   other  ?/oraan  was  Morwegian.  3ho  had   aafle 

raold   pro£rfi33    In  .jooakin,^,   reading,    and  writing  English 
during  tha   t-ro  werskM  she  had   attonciod   the   school, 

Ono  of  tho   Portu,?ue30  had   beon  stodyinp  fb^lish 
ten   months.  Ke  could    ■.i')9:ut,    read,   and   ./rite  eome 

^gllsh«        lu^  could    read   and  write  very  little  Portagusse. 

Another  Portuguese  who  had  l>een  atudying 
Sn^liah  six  r^ontha  ^uj;  also  -»,lmioi^.t   illiterate  in  his 
native  lixnf.uafo. 

Three  other   Portufrucse,  who  had  been  studying 
iSnglish  aboat  one  year,   could   s^oak,   road,   and  ^/rite 
aoae  Kn/rlish.      '*Thc>ie  three  nen  were  able  to  read  and 
write   their   o:ra  lan;a:aage. 

'^o    Portuguese,    7-0  had   been  studyin,*?  En/rlish 
six  "lontha,   covxld    talk  well  in  both  Knrliah  and  French. 

The  Soaaish  boy,  with  vMjbitions  to  become  a 
laaryor,   had  a  good   foundation  in  Spanish.  He  could 

road,   vvrite,   and   nooak  both  En-fliah  and   Portuguese,   and 


should  have  been  olaoetf  in  a  more  advanced  olass.       Ha 
oref erred  to  be  able  to  sho*  off  in  a  class  for  boplnnera, 

2Ph0  Mexican  drug/? is t  knew  Booe  latin  forraulafi 
bat  very  little  Jia^lish. 

A  Norwegian  carpenter,   Jauabsinfi    of  the  vroiaan 
already  referred  to,  vaa  able  to  speak  without  auch 
difficulty.  He  was  also  aiJcin^    progress  in  reading 

and  writin,'^  iSnfliah. 

^lO  ii Danish  cotton  mill  worker  had  been  attending 
ev«ming  BChoolB  for  two  yeara,    but  had   made  little 
progresB.       He  aaid  ho  understooci  French  and   Italian. 

^e  Spanidh  y auth  had    bern  in  the   school  one 
month,    but  he  could  understand   none   of  tho   ^^uestioas 
put   to  hira  in  Kn^lish, 

Interpreters  were  used   to  traiislate  liuestions 
aiid  answers  in  several  cases* 

The  follOvTinp  table  indicates   the   language 
ability   of  the  class: 

fiunber  able  to  speak  Jin^liah  fluently  ....     E 

JIuaber  able   to  soeak  oonje   English 12 

HuTiber  able  to  s  oeak  no  Kn^lish 1 

i'uniDor  able  to  road   some  iua^^liah 15 

Jiumbcr  able   to  read  no   itn-^lioh 1 

i^uiibor  able   to  vrrite   aooia  iih,liah ifa 

liufibor  able   to  write  no  Enpliah 1 


£aah  student  expressed  deeire  to  loam  to 
write  iSn,^lisJi,    but   tre^;  vrere  all  raaro  anxiooa   to  learn 
to  soeak  English. 

COITCIUilOIIS 

Jfrom  sons  id  or  :it  ion  of  the  facts   treated  in 
tha  forof!OinK  analyeia  of  the  class   in  ::In;?liah  for 
baginnin/;  adulto   in  a  typical  evening  school,    .re  aiay 
conclude  that   in  such  a  olase  there  ie  wide  rariation 
in  nationalitien,   ages,    occuaations,    intercets,   ambitions, 
and   abilities  of  the   students.         Choice   of   textbooks 
to  meet  the  needs   of  all   the  members   of  this  class   Tioet 
be  influence:!    by  the  extent   of  this  variation. 

it   should   be   evident   that   the   orinciples 
summarized   in  Ohaoter  II  na^sr  noiir  be  applied   in  the 
production  and   Jud^.-nent   of  textbooks  for  such  cliiscea* 
7he  students  are  in  desperate  need   of  a  ooa'oand    of 

sookon  Knplish.  They  all  noed   to  learn  to  rcdul    mt 

» 

to  ,»rite  Kngliah,  but  ability  to  underntand  spoken 
iSnplish,  together  jith  ability  to  apeak  Knrliah,  is 
of  proater  i'-^^-tance. 


For  further  toatlaony  on   thie  vital  ooint  apply 

to  Miss  Ethel  Kiohardn on.  Superintendent  of  .vnerican- 

ization,  iitato  of  California,  lorum  liuildinp, 

f>;icranento,  California,    Other  authorities  are 

liiited  at  tho  close  of  the  bibliography  aub-aitted 

herewith. 


'iheee  evening  school  students  aro  useally 
•aoloyed  at  manual  laoor  in  the  dayti-ne.  btuoldly 

ainriiii  at  a  reaaer  resulta  usually  in  aTldecca  of 
ATOWHirmaa,  ii    the  stuaantA  are   to  learn  English, 

intereat  .ijuat  be  aroused  and   iiAintained    by  artificial 
flSAafia* 

iitttdents  drift  from  school,   searching  for  a 
teacher  to  start   tiiea  on  the   ro&d   toward   taastery  of 
Jfiogliah,   a  road    they  nave  found   anythin^c   bat  royal. 
It  might  direll   be  stated   in  this  oonnection  that  any 
textbook  oau  3ervo   only  as  an  aid   to  the  teacher.         Any 
one  WHO  prooooes  to  teach   oral  iSnf?li8h  by  raeans  of  a  book, 
eliminating  the  teacher,   is  -nisinfonned   or  a  faJcer. 

Whenever  there  exists  such  a  vride  diversity  of 
ability  as  is  found   in  these  evsnlnr   olaaaes,   imy  course 
wat  be  so  organized   that   ;?o^ne    .tadonts  ^aay  advance  faster 
than  others.         uhildren  can  be  forced   into  locksteo  In  the 
day  school,    but   tho*lr  fathers  and   aothsrs  need  a  different 
system.  -Che  necesHity  of   oroviciinp  constant  ovidence   of 

increasing  ability  in  order  to  encourage  tho  beginner  to 
continue   jiiatifiea   insistonoe   on  amall  lesson  units. 

'i?he  value   of  each  step  in  the  course  should   be 
evident   to  tne  student.        'i*he  story  is  tol4  of  an  Xtiilian 
trho  visited  four  different  schools  on  four  sucoessive  eveninfra. 


Throe  tines  he  endurocl   to  the  ond.  i'he  fourth  evening 

he  ap -reared   in  the   orlncioal's  oliice  very  aoon  aftar  the 
arrivaJL  of    the   teacher.  x.e  ijuid :      "Koar  r.ifr.ta  the 

teacher  «ays,      'Go  to  the  door.'      i  go."         This  man  was 
ready  for  an  advanced   claso-  The   needs   ol    the   atodenta 

snould    nave  nad  /greater  influence  on  Icspon  organisation. 

i^extbooks  lor   bepinnem  mist  deal  vrith  a  variety 
of  topioe  and  eituationa   if  the   interest   of  any  ^reat 
number  of  students  ia   to  be  held.  Text books  shoald 

invite   practice   in   the  aort  of  conversation  in  which  the 
•tudenta  -nust  engage   in  real  life.  Other  tnattera  may  prove 

entirely  irrelevant. 

attention  has  already  been  called   to  the  fact 
that,   as  a  rule,    translation  rgethods  are   incxpodientt   for 
tefichora  cooioetont   to  converse  with  students   of  every  race 
and   tongue  do  not  exist.  In  claau  work,   direct  viethods 

viat  bo  used. 

atudenta'in  those  evoninf  schools  are  iimericans 
in  the  making,    uaa  some  day  they  will  road   about  Ceorge 
Washington  and   the  cro;>pinp    of  the  telaware,    but  that 
historic   event  raay  have  utterly  no  oignificance   to  the 
beginner  in  the   study  of  Knglish.        his  love  of  the   flag 
la  lilrely  to  be   in  direct    ^^^ -portion  to   the  degree  in 
which  the  schools  maintained   under  that   flag  raeet  his   oartic- 


alar  needs  at   the  oreaont  "aoraent.  The   above  statement 

is  illuminated    by  the  exoerienco  of    )scar  '•ia.lQno  irhon  he 
camo  to  ban  Francisco.         Washington  crossing  the  I>elaware 
tras  the  subject   of  hia  first  loet; on  in  En/?liah,    .vhile  his 
imfSGdiate  need  was  ability  to  order  a  meal  in  a  restaurant. 
?:ith  inforniatlon  at  hand   concerning  the  textbook 
needs  of  claBoes   in  ik,F,lish  for  beginning  adults,   (questions 
no«  arise  concerning   the  nature   of  the  available   textbooks, 
i/eecriotions  and  discussion  of  textbooks  Afill  be  found   in 
the  following  chapter. 


CHAPTER      IV 

top:    availabls    TjasaooKs    Ui    eikjlish    fb 

iiHOIIIIflBG     iiDUXiJd 

Several   •wblishin,'?  hoaees  httve  on  tlio  laarket 
textbooks  for  uae  ir.  claaoes  in  Ifiofrlish  for  botrinninf 
adults.  Th«  aira  in  this  chapter  ia   to  describe  these 

textbookc   In  some  detail.    In   arder  to  detnr-nino   if  any  of 
thera  'aeot  the  needs    of  sach  classes,   and    to  determine,   also. 
If  anjr  of  them  offer  exaToles  of  the  application  of  the 
orincioleg  sii'SfBaris^ed   in  'irocedinp  chaotera. 


TRX.'SBOIXS     USSD     IJI     GARFIKIJ)     £.^miMG      SOHOOL 
fioveraber  2,  1921 »   tba  claas  in  i::n^;li8h  for 
beginning  adults  at  ('urfleld  Kvening  ^ohool  was  eiiuipgad 
with  a  dozen  oopiea  eaoli  of  three  textbooks.         Ihese 
boolco  were: 

Beshfetorian,    ^nlB.         Koroi/rners*   Guide  to  Jinfllsh. 

^allach.  laabel  Kichman.         A  First   Book  in  Knplioh 
for  Beginners* 

Ooldberger,  Henry  H,         iSnglish  for  tJoming  Americans. 

2)JSaCiU.^10Mb      UJf     a\^UmAU:      TiiATaOQiCS      IB      i::XiL'JLISH. 
FOR     BEBIfiBIKG     ABULTS 

Austin,  Kath.         Lessons  in  Knglish  for  Foreign  iS'(MBen. 
Hew  York,  American  Book  Oomimny,  1913.         159  pages. 

Xhis  book  is  printed  with  14  ooint  type. 

The  thirty-two  clear  illustrations  are  made 
fron  drawings.         iibout  twenty   of  these   pictures  would 
be  asefol  at  Garfield. 

There  is  no  writing  in  the  book. 

Kxcollent  suggestions  to  the  teacher,   noattered 
through  the  book,   are  printed  with  10  ooint  type. 

The   organisation  of  the  lesQOns  suggests 
oonTersation  rather  than  mere  reading. 

}CacDepting  the  rerbs,   the  meaning  of  the  words 
in  the  early  lesnons  can  easily  be  demonstrated.  The 


ftC 


>>K- 


Terbs  used  are  reoeatad  many  tidies  in  Tarjrlng  asaooiations. 

This  book  ^ould  be  of  more  value  in  a  class 
for  v7omen  only  than  it  v70uld  be  at  Oarfield. 

Berlitz,   :!.  !>•       Method   for  Teaching  'fodem  Langaa^ea, 
English  Part.  First  Book.         flew  York,  Berlitz,   1919. 
106  pages. 

This  book  is   printed  ^ith  11   ooint   type. 

It  contains  no  illttstratiana  or  script. 
For  illuatrationa,  reference  is  laade  to  the  large 
colored  Jrall  charts    published  by  Berlits. 

The  preatest  Talao  of  this  book  lies  in  the 
suggestions  to  the  teacher.  It  is  really  a  combined 
teacher's  manual  and   textbook. 

The  psychology  of  direct  methods  in  language 
teachizig  ia  diacusssd  on  pap<>s  l-Z. 

Assignment  of  les8<»as  in  actvance  is  forbidden. 

Lescons  1-ie  consist  of  converoatioiai  about 
objects.         Verbs  of  action  and  commxAm  apoear  in  the 
fourth  lesaon.  In  thest  early  lesrons  the  meaning  of 

the  language  used  can  be  easily  demonstrated  arith  objects 
and  dramatisation. 

Throughout  the  book,   the  introduction  of  new 
words  is  gradual  and   logical.        The  moaning   of  abstract 


H^fnr 


expressions  is  explained  in  familiar  terios,   or  by 
reference  to  the  context. 

The  later  leBscms  are  diTided  into  three  parte: 
1.     !rhe  oral  developoent  of  -vooabularj;  £•     Heading; 

'  S«     «4aestion  and  answer  exerciaee. 

Ihe  appendix  contains  sappleroentary  exercises, 
a  table  of  iiaportant  irregular  verbs •  and   phonetic  word 
lists. 

Beshgeturian,  Afnii/.         For  ignera*   Guide  to  Kn^lish. 
Yonkers,  V«rld   Book  CcMaoany,  19S0.       268   napes. 

This  book  is  orinted    rith  IE  point  type. 

the  two  hundred  Bixty-one  illustrations  are 
aade  from  outline  drawings,  chiefly  of  individual  objects* 

The  book  contains  t77o  pages  of  written  mottoes. 

The  <me  hozidred  twenty- two  lesnons  are  conver- 
sational, so  constructed  that  eontinuous  reading  is 
discouraged. 

Suggestions  to  the  toaoher  in  the  lesBons  are 
orintod  .vith  small  type. 

SiBfflQnatration  of  the  mei^ing  of  some  of  the 
verbs  is  difficult. 

Chiefly  because  of  the  illustrations,   this  book 
has   or^ed  t^e  -aoot  valiwible  of  those   tried  at  Garfield. 


Chancellor,  t^illiam  K.       Standard  Short  Coarse  for 
Krening  iiichoolB.       Hew  York,  /imerioan  Book  Comoany, 
1911.  R59  padres. 

Thia  book  ie  orintcd  vrith  11   point  type. 

The  one  hundred   ten  lllastratlorus  are  raade 
from  dra;Ting8.         The  early  lllaBtratlone  are  small, 
of  single  objects,   and   labelled  with  the  namea   of  the 
objects*  A  color  nlate  contains  six  colors. 

Kxcept  for  the  alohabets,    the  only  writing  In 
the  book  is  confined   to  fonr   otiges. 

The  aathor's  avowed   mirpoae  is     "to  nresent 
a  syatematlo  course   of  oractical  elenentary  les^'^ons  in 
JSnglish,   including  reading,  language,   and  soelllng.   in 
arithmetic,   in  clYil  povemaent,   and   in  ohysiology.** 
It  is  oTident  that   the  author  tries  to  do  too  ^nich  in 
one  book.         Much  of  the  book  ^oold   bo  uaeless   in  a 
class  for  beginners. 

I>ramatisation  of  the  early  lessons  .Tould   be 
Tery  difficult.    • 

Field,  If.   Stanwood,   and  Coveney.   Mary  B.  English  for 

Coming  Araerlcans.  Boston,   Silver  Bardett,   1911. 

290   pages. 

This  book  is  F^rinted  irith  18  point  type. 

')ne  hundred  thirty     illustrations  are  made  from 
drawings.  Uany  pictures  of  individual  objects   are 

labelled  nrith  the  names  of  the  objects. 


flM  organisation  of  tho  early  lesf^ons  aofgests 
conversation  about  the  objects   pictured. 

tbe  first  verbs  of  aotion  appear  (m  page  56. 
Denonatration  of  the  noaning,   pages  1-90.   is 

The  book  oontains  Tooabularies  in  lin/^lish, 
Axtsenian.   Arabic.   Italian,  i>pani8h,   Greek,   Swedish, 
Polish,   Lithaanian,   Hassiaa,   Yiddish,   Chinese,  and 
Jap.'inese. 

The  book  oontains  considerable  script. 

]fiaher,  Annie,  and  Call,  Arthur  B.         Kn^llsh  Ibr  Beginners, 
Book  One.         Boston,   (?inn,   I'JZO.         E48   oafres. 

This  book  is   printed  with  1£   poi.t  type. 

The  ninety  topical  lessons  are  developed  as 
dialofiues  between  teacher  and    oapil. 

The  book  contains  sixty  large  illuat rat  ions, 
and  hundreds  of  oictures  of  single  objects.         Ilany  of 
the    Jictares  of  airgle  objeots  are  labelled  with  the 
naraos   of   tho  objects. 

The  book  oontains  no  script. 

The  content  is  suited   to  children,    rather 
than  to  adults. 


.-■i^i 


Benioiistration  of  the  meonlnft   of  the  earljr 
lessons  is  easy. 

Coramaxicla  aopear  in  the  first   lesson* 

Sentenced  with  blanks  to  be  filled   by  the 
stadelit  aopesr  in  the  second   lar.son. 

^onetio  word   lists  appear  in  the  aopendix 
only. 

i&xoellent  sa/^gestions  to  the  teacher  apoear 
in  the   introduction  only. 

She  appendix  contains  groups  of  sentences 
asefal  for  drill  in  the  oorrcct  use   of  orepositions. 

Goldberger,   Heni7  U.         iihplish  for  Coming  Americans, 
fiew  YorJc.   Soribner's.   1918.       236   pa^es. 

This  book  ia   printed  vrith  14   ooint  type. 

The  fifty-four  illustrations  are  made  trwa 
photofrafdia*  Ihey  are  complicated,    but  aoprooriate 

for  a  class  of  adults. 

less ona*^  1-66  contain  no  acript. 

In  addition  to  the  twelve  oages  of  sufrgestions 
to  the  teacher,  other  valuable  sufgostions  are  soattored 
through  the  book. 

It  is  evident  that   the  author  tried   to  do   too 
■uch.         The  use  of  other  material  seems  to  be  assumed. 


•MB\ 


Beaonatratloh  of  the  meaning  of  words  In  th« 
8«oond  and  folloirln^  lessons  is  difficult. 

The  third  lesson  is  an  excellent  model  theme. 

Coaaands  appear  In  the  first  lesson. 

The  organizaticm  of  cho  eurly  lessons  enooura^-es 
conrersation. 

Barrinpton,  T.,   L«,  and  Connin/^ham.  Catharine  J.    First 
Book  for  Hon-Snglish  Speaking  Peoole.    Boston,  Heath, 
l'J04.    125  oages. 

The  early  lessons  in  this  book  are  printed 
with  £0  ooint  type.    The  latter  part  of  the  book  is 
orinted  with  10  ooint  type* 

Klxceot  in  the  ali^abet,  there  is  no  script  in 
the  book. 

Suggestions  to  the  teacher,  placed  at  the  bott(xa 
of   the  oages,  are  orinted  with  1£  ooint  type. 

There  are  no  pictures  in  the  book. 

Demonstration  of  the  Tieaning  of  the  lesaons 
is  ea»y. 

The  organisation  of  the  lescons  encourages 
oonTsrsation  and  dronatisation. 

The  language  used  is  suitable  to  adults. 

She  aantonoes  are. short. 

Hew  forms  are  reoeated  several  ti^iea  in 


▼aryixag  ass  oolat ions. 

Cofluaands  are  introducad  In  Leeson  24. 

HoBg^ton,  FreAariok.    First  lesoons  in  Snpllsh  for 
Foreigners  in  Svening  Schools.    Hew  York,  Aierloan 
Book  Company,  1911.    140  oages. 

Tbis  book  is  printed  ^rith  IS  point  type. 

Twenty-five  excellent  illa&trations  are  maA0 
from  dra«7ings. 

There  is  no  Bcript  in  the  book. 

Homm   of  the  lessons  are  topical.   Some 
snfpeat  conversation.    The  vocabulary  is  appropriate. 

'*Phonics''  liats  inolade  nonsense  syllables  audi 
unfamiliar  words. 

The  vocabulary  in  the  appendix  ftives  equivalents 
in  JS^liah.  O^tmmn,   Polish.  Italian,  and  Yiddiah. 

Jimperieff,  Mary.    Progressive  Lessons  in  English  for 
irorei£;ners.    Bew  York,  Cinn,  1916.    1S2  pa/res. 

This  book  in  printed  with  18  point  type. 

The  thirty-seven  topical  lesaons  are  organized 
for  reading  and  dramatization. 

Many  of  the  seventy-eight  illaatrationa  are 
oictares  of  single  objects. 

Soae  mottoes  aooear  in  script. 

lleraonstration  of  the  meowing  of  the  early 
lesRons  is  difficult. 


Vo  oommonds  aro  orlnted  or  sofrgeated  in  thia 
book. 

Markowits,  Alfred  J.,  and  Starr,  Jia-nuol.    Kveryday 
Language  Xeaaona.    Sew  York,  Amerioan  Book  Company, 
1914.    176  pa^ea. 

This  book  iQ  orlnted  vrith  12  point  type. 

The  fifty  illustrations  are  laade  from  dra.Ting8. 

The  book  contains  seYoral  oa^es  of  single 
lettera  auggeating  oraetioe  in  writing,  but  barely 
twenty  complete  word  a  in  aoript. 

The  aoggestiona  to  the  teacher  scattered 
through  the  book  are  orlnted  with  10  oolnt  type. 

The  first  of  the  "Practical  lesoons"  consists 
of  a  9«rie3  of  aonnonao   syllablea. 

Beaonstration  of  the  ^neaning  of  .vords  in  the 
early  lessons  ia  difficult. 

Some  of  the  lessons  surpost  convorsation. 
Others  are  written  as  dialogue. 

Katheams,  liury  B.    Americanisation  Pri<ner.    Boston. 
Allyn  and  Bacon,  19S0.    116  pagea. 

This  book  is  printed  vith  10  point  type. 

There  are  fifty  illuntrations  in  the  book. 

^'here  ia  no  script  in  the  book. 


fho  lessens  are  topical.  Vhey  boar  titles , 

but  they  are  not  numbered. 

The  «tylo   13  convernat lonal. 

Action  Torbs  are  not  emohasized. 

Penonstratlon  of  the  moaning  of  soim  of  the 
lessons  is  dLfficult. 

Vsv  words  are  repeated   in  Tsuryinp  aasociatlons. 

liot  note  than  four  n««  irords  are  introduced   on 
many  of  the  pages. 

The   "Phonios"  lists   include  nonsense  Qyllables 
and   anjranlliar  ..ords. 

^intx,  Kranees  ^ajokatona.         ii  First  Header  tot  Hen  <»merlcans« 
fiew  York,  liaonlllan.  1915.         IBS   oages. 

This  book  is  printed  iflth  10  point  type. 

The  olxty  Illustrations  are  made  from  clear 
oh  olographs  and  dravrlngs. 

There'*  is  no  script   in  the   book. 

The  book  la  divided    into  two  parts.  The 

organitation  of  the  lessons   In  the  first   part  encoorages 
conYersatlon.         The  neoond   oart  is  nade  uo  of  literary 
selections. 

auggestions  to  the  teacher  are  printed  with 


eroall   type. 

Tocabalary  and  Tarlatlona  in  word   forrns  are 
developed   gradually  and   logically. 

I'O'nonstratiozi  of  the  meacixig   of  the  leasons   is 
easy. 

^•JBriexi.   Sara  H.  aafjliah  for  Foreigners,  Book    Me. 

Bodton.  Houghton  MiffUn,   190y.  158   pages. 

This  booX  is  printed   vith  10  point   type. 

Moat  of  the   fifty  illustrations  are  appropriate. 

The  scriot  in  the  bjok  is  small,   but  it  can  be 
used  for  writing   cooy. 

^ome  of  the  lessons  cm  tain  many  near  words. 

Uniinoortant  verbs   'irecede  more  imoortant  verbs. 

Demonstration  of  the  meanini?   of  the  early  lessons 
1ft  easy. 

The  book  contains  a  vocabulary  list  and   an 
excellent  nap  of   the  United  states. 

•J'Toole,   Koee  a.  ^'ractical  JSnf.lish  for  Uew  Americans. 

Boston,  Heath,   19?1.  196   oa^es. 

xhia  book  la    orlnted  with  IC   oolnt   type. 

The   sixty-five  lesnons   are  to  ileal. 

The   book  contains  thirty-two  illustrations. 

Coumands  apoear  in  the  first  lesson. 


2^ith  the  exceotion  of  the  alohabet.  the  book 
containa  no  script. 

Benjonotratlon  of  the  neaninf  of  moat  of  the 
words  In  the  early  leasons  is  easy. 

The   orpanizatlon  of  the  lenaons  enooorapes 
oonvorsation* 

The  pnpil'a  edition  contains  no  BU^/^eations  to 
the  teacher.  lilxoellent  auj^geations  to  the  teacher  are 
pabliahed    in  a  teacher's  nanaal. 

The  early  lessona  contain  statementa  labelled. 
'*'a«t««*         The  meaning;  of  these  8tat«>Mnt8  cannot  be 
conreyed   to  bepinncrs  without  translation. 

Price.   Isaac.         The  Direct  Uethod   of  Teaching  ifn/rlish  to 
Koreignors.         Mew  York,  lloble,   191?.  144   Tages. 

?hl8  book  is   orinted  with  9  ooint  type. 

The   organization  of  the  lessons  encoara^ea 
conversation.        -» 

The  3ix  larpe  illautrationa  are  made  from 
dra-7in^8. 

Sonie  excellent  soggeations  to   the  teacher 
appear  in  the  introdaction.  Other  helpfal  au^gestiona 

are  aoattered   throagh  the  lessona. 

The  language  ia  well  adapted  to  the  needs  of 
foreirn   bom  students. 

Corn.Tuuids  aooear  in  the  early  lcs.>ons. 


The  soriot  in  the  oarly  louaons  is  too  s-aall 
for  writing  copy. 

Sharpe,   JCury  F.  A  First  Reader  for  Foreignera.  Eew 

York,   American  Book  Company,  1911.  170  oa/rea. 

this  book  in  printed  urith  14   point  type. 

The  Beventy-aeven  clear  illuntrationa  are 
aad«  from  ohotogranhe,    mintin^a,   and  ciraTings.         The 
color  plate  cintaina  nine  colora* 

Demonstration  of  the  -aeanin^   of  trords  in  the 
early  lessons  ia  diffioalt.         Beginning  with  lesaon  11, 
demonstration  of  the  moaning  la  easier. 

The  brief  ataggeationa   to  the  teacher  are 
printed  with  10  point  type  at  the  bottcmi  of  the    pages. 

The  few  sa-Qple^  of  script  are  large  enouf^h  for 
A&e  ao  rrriting   copy. 

rhis  book  la   'noro  aaefal  in  a  claaa  of  children 
than  it   ia  in  a  class  of  adults. 

7allaoh.    Isabel  Kich-nan.         A  First  Book  in  Kngliah  for 
Beginners.  Hew  York,   Silver  Burdett,   1906.        ItZ  oages- 

Thia  book  is  printed  with  12  point  type. 

Many  of  the  one  hundred   clear  illui-trationa, 

made  from  dra.»inga,   are  pictures   of  single   ob,teot8. 

The  book  contains  a  few   oarallel  oolurrma   of 


print  and  sorlpt.    llottoea  in  ecrlot  ar«  scattered  through 
the  book. 

Valuable  suggestions  to  the  teacher  scattered 
throufh  the  lesnone  are  orlntea  ./ith  small  type. 

The  lesnons  are  conversational  in  form. 

iilarly  introduction  of  complicated  verb  forma 
aakes  rather  difficult  demon^stration  of  the  meaning  of 
aocM   of  the  aentenoos* 

Wstmore,  Frances  X.         ▲  I'irst  Book  in  Knrllsh  for  I^on- 
&iglish  Soeaking  Adults.  Chicago,   ChicafO  iiaaooiution 

of  Commerce,   1^20.  95  oages. 

This  book  is   orlnted  ;7ith  5  am.   type. 

The   title   of  the  book  ia   appropriate  and   correct. 
The  organization  of  the  book  shows  evidence  of  effort  to 
ineet  the  needs  of  beginning  adults. 

Kach  of  the   thirty-three  large  clear   illustrations 
appears  on  a  number ed   page.       Thus  there  is  provided    the 
equivalent   of  a* series   of  numbered   oictures.  The 

illustrations  are   oictures   of  single   objects,    vithout 
background . 

The  fifty-tvro  lesffone   are  tooical.  Kach 

aopears   in  lur=:e  clear   orint,    paralleled    by  otiually  large 
clear  script,   which  fumiahca   oxcellerit  ijrriting  cooy. 


There  are  no  sofgestlons  to  the  teacher  or 
notes  In  the  book. 

There  are  no  dialopues  or  eoonanda  in  the  book. 

The  lesaons  are  orgs^ized  for  objectisre  drana- 
tl^ation,   reading,   and  Jtrriting   oractioe. 

I^nonetration  of  the  neaning   of  some  of  the 
earlj  Terbs  is  not  easy.         There  is  no  increaae   In 
difficulty  in  the  later  lessons. 

SUHTIABT 

(In  this  somiiary,   the  last  name  of  the  author  i:;) 
aaed   in  referring  to  textbooks  described  above) 

yor  ezamoles  of  textbooks   printed  ;irith  large 
clear  type,   see  Field  and  Ooveney,  Harrington  and  Canitingham, 
Jimoerieff,  i^etraore. 

All  of  the  textbooks  described  above  are  illus- 
trated with  olctures,   except  Harrington  tmd  Cunningha'a, 
Berlitz.         In  the  fomer,   the  meaning   is  easily  demonstra- 
ted vithoat   oictures.  In  the  latter,  reference  is  nade 
to  colored  .7all  charts   oublinhed   by  the  author. 

In  l^etmore,   pictures   of  single  objects  appear 
on  naiabered  pages.         fione  of  the  textbooks  described 
contain  numbered    Pictures  follov/ed  by  a  key.  For 

exaTiolea  of  such  textbooks,   see: 


Comenlns.  Ofbls   Pictus.  Syr^usaee,    Bardeeri,   1887. 

UreyBorlnp.         Kasy  I^esfiona   in  Geruan.         fl«ir  York, 
anerlcan  Book  Coraoaxiy,    1886. 

Galeno,   Oscar,  Galeno  fiataral  ilethod.  Hew  York, 

Oragg,  l^Sl. 

For  oarallel  arraHi||«ci«nt  of  script  and    print, 
••e  Wallaoh,  V^etmor*.  For  other  examoles  of  large 

ole&r  scriot,   see  Kield   and   Ooveney,   :iharpe«  Sight 

of  the  nineteen  books  deacrib«d   above  contain  no  acriot* 

For  good  axa^aolee   of  early  lees  one  carefully 
graded   as  to  vocabulary  and  oonatructiona  and  tirord   forma, 
ao  that  the  -waning   la  easily  deiionstrated  vflth   objeota, 
oictarca,   and  drasatisation,   nee  Berlitz.   Beahpeturian. 
Field  and  Coveney,  Fisher  and  Call,   Harrington  and  Connlng- 

ham,   illntz. 

yor  convaraatlonal  language  arranged  In  dialogue, 
aee  Fiaher  and  Call,  Ifarkowitz  and  dtarr.   Berlitz. 

For  content  suitable   to  adulta,   see  Berlitz. 
Chancellor,  Field  and  Coveney,   Ooldberger.  Houghton,    Price, 
7etmore« 

COnCllTslOHS 

Among  the  illustrated  textbooks  r.ulted  to  the 

needs   and   experience   of  adulta,  the  book  by  Jfotmore  would 

take  first  place   If  the   -noaning  could   be  de-nonst rated  raore 


•aaily.  7hl8  feature  of  easy  domonstrabillty  of  meaning 

sMkes  the  book  by  Field   and'Coveney  of  equal  Talma  with 
the  book  by  Wetmore  as  fiourcas  of  exatioles   of  the  apolication 
of  the  princiolee  flaaoariaed   in  prcoeding  chapters  of  this 
study,         Comraendatlon  is  also  due  the  books  by  Chancellor, 
Coldberger,  Houphton,   and  Price.         There  is  arailable  no 
book  In  which  are  combined  all  the  desirable  features 
suggested.  There  is  available  nn  book  vhioh  offers  a 

scries  of  numbered   pictures  of  single  objects,   for  i/hich 
a  key  is  provided   in  orint  and   script,   follojyed  by  series 
of  commands  and  dialogues   in  which  the  content  is  suited 
to  the  needs  and   experience   of  beginning  adults. 


CEiiPTJeR     T 

IKE      ?StCH010GICAL     BASIS      1»     DIBECf     METHODS 
IB     TSACRIHO      EBGIISH     TO      3E(?IB!!I1IG      AIKJITS 

ReoognlsinjT  tho  faot   that  expediency  compels 
dlreot  methods   in  teaching  Enpllsh  to  befrinning  adults 
in   the  great  najorlty  11  not  in  all  <^ericanizatlon 
schools,   there  reriains  a  (question  concerning   the  efficiency 
of  direct  methods  as  oi^>osed   to   translation  methods   in 
any  teaching   of  English  to  be^ inning:  adults*         ^Should 
dlreot  methods  only  be  used   in  clasr.es  in  «hioh  all  the 
students  soeak  the  saae  language?         Should  direct  methods 
be  used   in  individual  instruction?         .An  ana.7er  to  both 
ot  these  i^ueationa  is   offered  in  this  chaoter. 


mH     P-^JR^lATIOfi   OF  LANOUAGK  HA3II3 
Direct  nethods  in  language  teaching  stand  the 
test  of  the  Dsjcholof leal  laars  of  habit  building. 
Pictures  and  actions  oommand  interest.    Hearing  and 
soeaking  the  word  in  connection  with  the  object  or  the 
action  insure  a  strong  first  i-apreaaion.    liooetition 
of  the  new  word  in  varying  ass ooiat ions  provides  for 
deeoening  and  nakinn  permanent  this  imores8iini«   iiHiRiina- 
tion  of  the  mother  tongue  reduces  to  a  nainimum  the  excoptions 
which  interfere  with  habit  fonaatlon. 

/is  language  learning  is  largely  if  not  entirely 
a  aatter  of  habit  fortaation,  the  stronger  habit  should  be 
avoided  until  the  breaker  habit  is  strenpthened*    Degree 
of  effort  and  intensity  of  mental  and  physical  activity 
determine  the  surenens  of  t^e  new  habit  •>  the  dependability 
of  the  new  habit.    Talking  about  a  language  in  another 
tongue  gives  no  trp,ining  in  the  use  of  that  language.    Use 
of  the  language  in  the  vital  situations  of  life  is  a  orimary 
essential  in  the  process  of  the  acquisition  of  language. 

TEIJIXIIIO   IB   KB0LI3H 
Just  so  lonp  as  the  Mexican  imrnigrant  thinks 
mesa  when  he  sees  a  table,  he  is  certain  to  h^ive  a  language 


difficulty.    A.8  surely  as  a  straight  line  is  the  distance 

between  t>TO  points,  a  foreigner  vill  give  outjrard  evidence 

of  slownesa  in  his  aontal  prooesses  30  long  aa  he  mast 

translate  Knglish  into  his  -nother  tongue  before  he  grasps 

the  thought.    For  the  sake  of  soeoA  in  comprehension, 

soecd   in  thinking,   shooed   in  aoeaking,   and  s'^ced   in  -vriting, 

the  developrMnt  of  po.Ter  to  think  in  ISnglish  should   be  the 

ultimate  aim  of  every  foreigner  in  thin  country.         To  develop 

in  the  inuaigrant  desire  and   ability  to  think  in  Knglish 

should   be  the  constant  endeavor  of   the  Aaericanisation 

worker,  for   tiiat  comnranity  of  thourht  and   action  on  which 

the  strength  of  the  nation  is  so  largely  based  dopends   to 

a  great  extent  on  com-aunity  in  langaage  symbols. 

To  i^uote  £arl  Barnes: 

"Spoken  ii^lish  gives  co-mion  ideas,   and   these  give 
social  feeling,    oolitical  efficiency,   and  numy  of  the 
saitreiM   Joys  of  life.....      Ono  Ttho  roast  translate  can 
nover  tough  the  deeper  soul  of  the  people." 


Barnes,   i^arl.'*         Jsi.   S.  iu  Addresses  and  Proceedings. 
I'Jlfl.  171-S. 


THE       )RAL     A"'?ir')ACH 
▲  beginner's  textbo  )k  nhould   enconrrige  the   oral 
aonroaeh.  It  should   go  further.  it  should  reduce  to 

a  miniTnaii  oooortunity  and   su.crgeation  for  a  teacher  to  call 
uDon  a  student  to  st  md   and   read    the   next    oaragraoh. 


"She  8tadent3  in  /uacricanisation  classes  nosd 
a  kno^lndro  of  Kngllsk  orlmarily  tor  oarooass   of  oonoMini- 
oatlan*     and  most  of  that  com«mmioation  is  oral.  Just 

aa  svifaming  can  be   taught  only  in  the  7ater,   lanj^iia^a 
to  bo  asad  in  conversation  <san  be  taught   onljr  in  conver- 
sation. 

The  Br!5.1>?i'>  la^n^aai^e  »atf  8f>oken  before  it  was 
written  or  read,   and  no  one  has  been  able  to  ahow  an; 
absence  of  lof^ic  in  the  order  of  lan^oa^e  habit  forraation 
iri&loh  has  reraained  fixed   throufrh  the  ages.  The  written 

aisd   orintad  synbola  iierely  represent  the  aooken  word. 

To  quote   John  C.  VTeifol: 

••The   |5ri?aal  factors   in  the  soench  inaape  are  artiou- 
latory  and   auditory  sensations*. ••     This  speaoh  iinai^e 
ip  a  plexus,   reinforced  by  the  kinaesthetic  sensations 
of  writing  movcnento,   on  the   one  hand,   aad   the  visual 
sensations  of  orlnted  synbola,   on  the  other.         How 
the  critic isn  of  modom  lanpuapo   teaching  as   it   is 
p«Ker<5ll7  conducted   lieo   in  the   fact  that   teachers 
have  atto^'npted    to  build   up  a  reading  knowledge   by 
niaans  of  the  visual  sensations,   reinforced  by  Qome 
raeans   of  writing  movements  and   have,    broadly  soeoking, 
almost  wholly  disregarded   the  most  important   ohases 
of  all,    the  active  articulatory  novements  and   the 
auditory  receptivity  that  comole-nents   the^,    those 
ohases  which  are   primal  in   the  speech  image  and  those 
ohaaaa  which  are  the  most  economical  naturally  and 
pedagoglcally  in  the  acHUisltlon   of  a  permanent 
soeech  image....      In  order  to  pet  the  more  receptive 
reading  habit  fonod,  we  rrmst  first  get   our  active 
speaking  habit  formed." 


Weipol,    John  C,  Modern  Language   Journal,   M^y,   19ia. 

S:344,&.  "The  Acquisition  of  a  Vocabulary." 


To  (^uote  Kobert  floyd  Cray: 

'*Tho  first  principle  is  the  faot  that  we  ohould  first 
train  the  ear,  the  receptive  organ  of  langastge*" 


Gray,  Kobert  Floyd.    Americanisation  in  the  Kvening 
School.    Borkoley,  University  of  California 
Master*  o  IheBis,  19P.0.    1£0. 


DIRECT  !IR«H<a» 

Through  conTersation  in  Kn^liah.  certain  idiomatic 
associations  are  built  up  in  the  brain  of   the  atndent. 
Translation  of  a  sentence  dama/res  the  iSnglish  idioot, 
introduces  the  foreign  lan^^uage  idiom,   and   invites  error 
in  the  for-naticm  of  sentences  in  Knglish. 

l<ordg  learned  in  conversation  form  an  active 
vocabulary  and  are  alvrays  at  oomfaand.  l^orda  learned 

in  study  of  a  dictionary  form  a  passive  vocabulary  and 
are  -aerely  subject  to  recopnition  in  print  or  in  script. 

It  may  be  true  that   the  reading  vocabulary  seems 
to  develop  more  slovrly  in  learning  a  language  through 
direct  methods,    bat  the  foundation  is  /rell  laid. 

To  (^uote  iirederick  ^^onteser: 

••Bothing  in  gained   In  trying  to  cover  a  lar^e  amount 
of  ground  superficially.         Food   hastily  bolted   is 
not   orooerly  digested....      If  the  student  in  carefully 
orepared  for  reading  in  the  manner  described,   he  will 
gradually  gain  in  powor,   so  that   readlniT   to  hi-n  will 
by  and  by  become  a  oleasure.  He  will  carry  away 


■U: 


trom  school  an  abiding  interest   in  the  langaage, 
a  peraanent  onrichmant  of  hia  alnA."* 


Monteaer,  Frederick.         U»  E.  A*  Addressee  and 

£»roceedlngs,   1910.         fjH7.        "Ihe  Direct  Method 
of  leaching  Modern  languages •** 


To  <iU0te  Cray  again; 

**The   indirect  method  atte-aota   to  caoltalise  the 
knowledge  of  the  cyiabols,   aooken,  written,   and 
orinted,   of  the  native  language  by  substituting 
a  new  set  of  syrabols   of  the  new  lar.gaage.  The 

direct  raethod   however  follows  Batare's   law  and   aims" 
to  establish  a  direct  set  of  associations  betvveen 
the   idea  and   the  symbol  of  the  new  language  that 
exoresssB  the  idea." 


Gray,  Kobort  i^loyd.    Americanization  in  the 
Evening  School.    13£. 


See  also: 

Towne,   Charles  F.  Proceedings   ^'sericanization 

Conference.  ttaahin/^ton,   J*   3»    Bureau  of 

Education.    1919.  7A»        •*3est   1?echnical  llethods 

of  Tnaching  JSnf'lish  to  the  Foreign  Bom." 


fRAHSLATIOH 
In  Aaerioanlsation  work,   exolanatlon  of  the 
meaning   of  an  abstract   terra  by  means   of  translation 
often  helps   to  increase  the  beginner's  willingness   to 
continue  the  study  of  IStaglish,   bat  the  more  intelligent 
students   often  voice  strong  objection  to  attempts  at 


trazialatlon.  Teaohera  straggling  with  soiae  foreign 

tongue  are  liable  to  hear  a  re«iueat  which  an  American 

tourist  dlocoTered   on  a  raena  card   in  Franoe: 

^Aaerican  gueets  are  requested   to  address  the 
.raiters  in  .English,   as  U^elr  French  majr  be 
misunderstood,'* 

Use  of  thi   lnmigrsnt*s  mother  tongue  may  be 

necessary  in  gaining   entrance  to  his  hone,   or  in  perauadlzig 

hia  to  enroll  In  an  evening  school,   but  vrhen  he   is   once 

enrolled,  he  wants  to  talk  Knplish* 

smmARY 

l>lrect  nethods  In  teaching  Sngllsh  to  beginning 
adults  may  be  justified  by  an  aopeal  to  that  lav  of 
fliattoaiBatlaB  which  states  that  a  straight  line  is   the 
shortest  distance  between  tv70  points.         Direct  methods 
oo-anoaj^   the  interest   of  the  student.       l^lrect  methods 
Insure  a  strong  first  Iraoresslon.        I>lrcct  methods  encourage 
craotice  In  corz^iot  eyery-^ay  Knglish.         Direct  nethods 
develop  speed   in  comprehension  and   in  com.'ounicatlon. 
Direct  methods  invite   thinking  in  Kn^-lish.         Direct 
methods  give  to  the  student  an  active  command   of  the 
language. 


.*jl; 


CHAPTER   YI 

SAMPLE  PAGES  ILLUSTRATING  THE  APPLICATION 
OF  THE  PRINCIPLES  DISCUSSED  IK  THE  PRECEDING 
CHAPTEES,   ^ITH  SUGGESTIONS  TO  PUBLISHERS 
AND  TEACHERS 

Following  the  determination  of  the   expediency 
of  direct  methods  in  teaching  Enflish  to  beginning  adults, 
me   are  now  ready  to  take  up  the  more  specific  problems 
of  lesson  organization  and  textbook  making. 


TEXTBOOK  REQUIREMMT3 

To  meet  the  reqairernents  of  sach  classes  In 
En/'llsh  for  beginning  adults  as  that  at  Garfield  Evening 
i;>chool,  a  textbook  mast  be  so  organized  that  students  who 
rary  widely  In  age,  occupation,  interests,  prospects,  and 
ability  may  oroflt  from  its  use  in  the  same  class,  at  the 
same  time.    The  boolt  must  meet  the  needs  of  both  sexes 
and  many  nationalities. 

Ifirst  of  all,  the  early  lessons  mast  not  be 
extremely  technical.    Topics  must  be  of  comTion  Interest. 
The  Tocabulary  should  bo  selected  from  the  words  needed 
immediately  by  the  most  students.    The  exoresslons  offered 
for  oractlce  should  be  those  used  most  frequently  by 
foreigners  when  carrying  on  conyersations  in  i^S^glish. 
Feeding  the  oat  and  dressing  the  baby  are  not  Imoortant 
topics  for  most  beginners,  but  nearly  every  one  needs  to 
know  the  names  of  hundreds  of  objects  and  actions  seen 
outside  the  home.    Hearly  every  one  needs  to  understand 
and  to  answer  a  great  variety  of  questions.    Likewise, 
nei^rly  every  one  needs  to  be  able  to  ask  for  information, 
and  he  needs  also  to  be  able  to  understand  the  answers  to 
his  questions. 


PICTURES   FOR   ORAI  BEIIL 

The  first  ten  or  t.velve  pages  in  a  beginner's 
textbook  should  be  devoted  to  pictures  of  objeots  not  usually 
found  in  a  classroom.    7o  avoid  confusion  concerning  Just 
what  is  meant,  these  individual  pictures  should  be  drawn 
without  any  background.    These  individual  pictures  may 
well  be  numbered,  bat  the  names  of  the  objects  should  not 
be  writt^i  or  printed  on  the  page  with  the  pictures. 

When  parts  of  an  object  are  to  be  named,  the 
parts  may  be  clearly  indicated  with  numbered  arrows. 
Labelling  the  pictures  with  the  mames  of  the  objects  is 
heloful  in  teaching  illiterates  to  read,  but  all  the 
advantages  which  may  be  derived  from  such  labelling  remain 
if  the  numbered  pictures  are  followed  by  a  key  which  gives 

the  names  of  the  objects  and  Darts  in  large  clear  orint 

i 
and  script. 

When  such  a  plan  is  followed,  the  student  who 

already  reads  one  or  more  languages  learns  the  correct 

pronunciation  of  the  word  before  he  sees  it  in  print  or 

in  script.    He  may  thus  avoid  developing  or  acquiring 

the  foreign  accent  evident  in  the  soeeoh  of  peoole  who 

have  learned  the  English  language  from  books.   Pew  beginners 

are  mentally  able  to  master  a  system  of  diacritical 

markings,  and  those  who  learn  the  meaning  of  English 


i^MSt   t'i 


It 


vords  by  means  of  translation,  and  the  pronunciation  of 
those  vrords  through  the  eye  rather  than  through  the  ear, 
.nrlthout  acquiring  an  accent  are  rare  Indeed. 

Too  many  students  attain  the  unoleaaant  situation 
of  a  Ifrenoh  student  who  was  a  guest  at  a  banq[uet  In  honor 
of  a  distinguished  Englishman.    The  Frenchman  made  several 
/attemots  to  begin  a  conversation  .vlth  the  Englishman,  but 
.7lth  little  suocess.    Finally  the  Englishman  turned  to 
the  host  and  Inquired,   •'Will  you  please  tell  me  vrhat  lan- 
guage this  gentleman  is  speaking?'* 

Thy,  I  am  speaking  EngllBhl**  announced  the 
Frenchman,  greatly  hurt. 

•♦My  dear  air,"  returned  the  Englishman,   "kindly 
Inform  me  by  vvhat  method  you  studied  English. " 

"I  learned  English  from  books,"  was  the  reply. 
'       "But  did  no  one  tell  you,"  asked  the  Englishman, 
''that  English  is  nj)t  pronounced  as  it  is  spelled  in  books V" 

As  soon  as  the  students  Tiaster  the  numbers,  vocabu- 
lary drill  may  be  conducted  v»ithout  any  pointing  to  the 
pictures,  and  a  hundred  students  may  be  taught  as  easily  as 
/f4ur  or  five.     As  muoh  Americanization  .Tork  must  be  done 
with  large  groups,   this  feature  ^111  bear  emphasis. 


Methods  of  using  such  series  of  pictures  jrill  be 
found  in  the  suggestions  to  the  teaoher  which  follow. 

Supgeetions  to  the  teacher 

In  teaching  students  who  do  not  know  the  numbers, 
point  to  the  picture  of  the  knife  and  say,   "This  is  a  knife.' 

(Then  haTe  the  students  point  to  the  picture  and 
say,  in  concert  and  indiTidually,   ''This  is  a  knife.** 

Repeat  with  other  pictures.    Use  objects  ^hen 
they  are  arailable* 

Sow  say  to  a  student,   "Point  to  the  picture  of 
the  axe.** 

When  the  student  connects  the  word  with  the  picture 
or  the  object  and  points  as  directed,  have  him  give  the 
command  to  another  student.     Continue  until  each  student 
has  understood,  obeyed,  and  piven  the  command. 

Drill  intensively  in  identification  of  the  numerals 
so  that  the  following  method  may  be  used. 

Ask,   "-That  is  liio.  3?** 

If  no  student  answers,   say,      "Ho.   3  is  a  hammer.** 
Then  repeat  the  question. 

As  soon  as  a  student  answers   the  question,    say, 
"Right  1        No.   3   is  a  hammer.        Mow   please  ask  Ijir.   Black: 


What  18  Ho.  3?" 

Oontinae  until  each  student  has  axisvrered  and 
asked  the  question. 

Reoeat  ^Ith  other  objects  and  nlctures. 

KeTlew  and  check  comorehension  by  calling  the 
name  of  the  object,  and  then  asking  for  the  number  of  the 
object. 

Conduct  this  oral  drill  ^rithout  any  reference 
to  the  key  in  type  and  script  which  follows. 


y-Hv 


f. 


f. 


iO, 


II. 


S, 


^ 


13l.  . 


"^ 


I  ?. 


7 


"^r%    ^^ 


.V 


.<^v 


.w 


K  » 


A- 


tv 


/  oo 


loa- 


t  0  3 
(  OH 


lO^    - 


-./<y  6. 


THE  KEY  TO   THE  PICTURES 

ThB   above  series  of  olotures  is  merely  a  sample 
of  ivhat  may  be  done  in  a  textbook  in  English  for  beginning 
adults. 

The  "iCey  to  the  Pictures"  conr.ists  of  three  colnmns. 
One  oolunm  ia  aiade  up  of  numbers.    The  second  column  gires 
in  print  the  names  of  the  pictured  objects  and  parts  bearing 
the  corresponding  numbers.    The  third  column  duplicates  the 
second  column,  except  that  the  words  appear  in  script  rather 
than  in  print. 

This  key  is  an  aid  to  teaching  reading  and  writing. 
It  also  furnishes  means  of  testing  comprehension. 

When  the  OMthod  suggested  is  follajred,  the  student 
is  permitted  to  master  correct  pronunciation  before  he  sees 
the  word  in  print  or  in  script. 

The  parallel  arrangement  offers  opportunity  to 
teach  the  reading  of  both  print  and  script  at  the  same  time, 
while  copy  in  known  tYords  is  furnished  for  the  student  who 
cannot  write. 


-^■3    iO 


SttgRestione  to  the  teacher 

Before  shoeing  the  word ,  say  to  the  beginner, 
"What  l8  picture  Bo.  1  ?" 

When  he  ansivers,   "It  is  a  knife,"  point  to  the 
word  and  oronounce  it.    1?hen  aay,   "You  say  it....  knife. 

Repeat  vrith  other  vrords,  and  reriew  until  the 
student  calls  the  words  when  he  sees  them. 

In  olaaa  work,  keep  the  textbooks  open  at  the 
pictures,  and  write  the  word  on  the  blackboard  after  it 
has  been  correctly  oronounced.    Flash  cards,  each  bearing 
one  77ord,  may  well  be  prepared  in  advance. 

Students  will  then  find  the  key  useful  in  review 
study. 

Xaking  the  oictures  in  groups  of  ten  or  twelve, 
write  the  names  or  show  the  cards  one  at  a  time,  and  call 
for  the  number  of  the  object  or  part.   In  review,  drill 

with  the  words  which  prove  difficult  will  be  Insured  if  the 

» 

oards  bearing  these  difficult  words  are  shifted  behind 
a  few  of  the  cards  which  are  to  be  taken  up  next.    The 
words  which  are  quickly  identified  may  be  at  the  same  time 
eli'ninated  from  the  drill  if  the  cards  bearing  them  are 
placed  in  a  separate  pile. 


KBY     TO     IHE     PICTURES 


1.  Icnlfe 
£.  ax 

2.  haniMr 

4.  padloolc 

5.  rifle 

6.  aaroplana 
7*  automobile 
8«  sailboat 
9*  bioyole 

10*  tricycle 

11.  baggy 
1£*  horse 

12.  fish 
14.  oa» 


f^y'n^.Ji^^ 


CWX^ 


e>^,i--<:-^f^ie_--' 


KEY      TO      THK       PICTURES 


100. 

headlight 

101. 

radiator  cap 

102. 

hood 

103. 

steering  vrheel 

104. 

windshield 

105. 

top 

106. 

running  board 

107. 

spoke 

108. 

ricfi 

109. 

hub 

110. 

tire 

111. 

fender 

C-&-yfc^^ 


TESTING   C0MPREHENSI05 

Too  maoh  emphasis  cannot  be  laid  on  the  Talae 
of  conyenient  mechanical  means  of  testing  comprehension 
in  teaching  language  by  direct  methods.   Combination  of 
the  process  of  instruction  with  the  {process  of  testing 
leads  to  greater  classroom  efficienoy  and  less  of  the 
irritation  attendant  upon  the  learning  process.   In  fact, 
actual  demonstration  in  Garfield  and  in  other  schools 
has  shown  that  the  teaching  of  English  and  the  learning 
of  Soiglish  oan  be  made  pleasant  for  all  concerned. 

The  lists  suggested  below  may  bo  used  in  group 
or  individual  oral  testing,  as  well  as  in  written  review 
tests* 

anjtuestions  to  the  teacher 
Call  the  names  in  the  following  list  of  names, 
and  have  the  student  locate  the  picture  and  give  the 

number  of  the  object  or  part. 

» 

After  this  oral  test,  hare  the  student  copy 
the  list,  locating  the  pictures  and  recording  the  numbers 
without  reference  to  the  key.    After  checking  for  errors, 
the  student  oan  oonoentrate  on  the  words  he  did  not  know. 


j*il 


RKVIBW 

LIST 

ocm 

padlock 

trl cycle 

rifle 

aeroplane 

hood 

hammer 

running  board 

• 
radiator  ci 

ap 

hub 

tire 

fish 

ax 

8  poke 

rim 

sailboat 

bicycle 

automobile 

fender 

steering  wheel 

headlight 

horse 

knife 

top 

windshield 

buggy 

flC 


wi'O 


SPBLIIHS 
Correctness  In  spelling  should  be  an  aim  of 
students  who  do  any  writing.    Some  stadenta  will  have 
no  difficulty  in  regard  to  spelling.   Others  need  some 
help.    The  following  suggestion  offers  another  incentire 
for  the  organisation  of  pictures  and  names  in  numbered 
series. 

Suggestions  to  the  teaoher 
If  a  student  has  difficulty  with  spelling, 
hare  him  go  through  the  picture  series,  writing  the 
names  of  the  objects  and  parts.    Show  him  how  to 
refer  to  the  key  in  case  of  doubt,  and  encourage  him 
to  continue  the  process  until  he  can  write  the  series 
without  error.    The  student  can  check  his  own  work. 
If  he  nakes  errors,  he  can  record  the  numlpers  correspon- 
ding to  the  words,  eliminate  the  words  he  has  mastered, 
and  concentrate^^on  those  giTing  trouble. 

Such  checking,  elimination,  and  concentration 
in  the  use  of  numbered  lists  will  be  found  raluable  in 
the  spelling  of  all  parts  of  speech. 


Ber«fi  &£ie 


5iun  Bad  eit  BbTow  9d^ 


SutHTB    »    ^1 

.it  tiT:  ■  o-i  r,: 


«t«^£l 


oamusjs 

Both  oomniands  and  qaestions  meet  the  needs  of 
teachers  desiring  nechanical  aids  to  teaching  and  testing 
comprehension  at  the  same  time.    The  use  of  commands 
aakes  possible  drill  in  the  use  of  verbs  of  action,  which 
are  of  primary  importance  in  the  activities  of  daily  life. 
The  man  who  does  not  understand  dig  may  place  a  rather  low 
value  on  ability  to  distinguish  between  a  soade  and  a  shovel. 
The   names  of  objects  in  the  classroom  may  be  learned 
incidentally  through  the  use  of  commands.   As  time  is 
always  an  important  element  in  education,  this  fact  should 
b«  eflQ»hacized« 

A  beginner's  textbook  in  iSnglish  should  contain 
a  series  of  numbered  commands,  in  both  orint  and  script. 
The  numbers  will  be  found  heloful  in  testing  comprehension 
in  silent  reading,  as  the  commands  can  then  be  given  by 
number.    Difficulty  in  testing  comore hens ion  will  develop 
if  use  is  aade  of  commands  whose  meaning  cannot  be  demon- 
strated through  dramatization  in  the  classroom. 


&4rjU. 


Sttj^gestions   to   the   teaoher 

Baaonstrate  by  dramatization  the  meaning  of 
a  oomand  until  a  student  understands. 

Have  hind  carry  out   the  action  indicated. 

Then  have  hira  give  the  oommand   to  another  student. 

Continue  until  each  student  has  understood   the 
conuaand   and  made  another  student  understand. 

Bo  not  call   the  attention  of  the   student  to   the 
printed   or  written  oomniand  until  it  has  been  mastered 
orally* 

Saoh  oommand  may  well  be  preceded  by,      '^Please.'* 
!?he   classroom  oonversation  may  well  be   punctuated  vrith 
such  exoressions  as:  !l?hank  you.  Yes.  Ko.  That 

is   right.  That  is  not  right.  You  are  doing  very  vrell. 

Pine! 

To   oromote  silent  reading,   and   to  test  comorehension,    ' 

I 

oall  the  number  of  the  oommand,  or  write  it  on  the  blackboard.  ', 

Invite  rivalry  to  be  the  first  to  understand  and  to  carry  out  j 

the  action  indicated.  , 

Pronounce  words  and  entire  commands  again  and  again,  • 
and  enc oarage  imitation  in  the  students. 


■  +*, 


r  r  .f . 


.* 


oanusBs 

1. 

Stand  up. 

2. 

Sit  down. 

2. 

Go  oat. 

4. 

Come  in. 

5. 

Walk  forward. 

6. 

iitop! 

7. 

Go  ahead! 

8. 

Go  baokl 

9. 

Walk*  backward. 

10. 

Turn  aroand. 

11. 

Ooen  the  book. 

12. 

Close  the  book. 

13. 

Open  the  door. 

14. 

Close  the  door. 

15. 

Open  the  window. 

16. 

Close  the  window. 

• 

17. 

Eat  the  bread. 

18. 

Drink  the  water. 

19. 

Hit  the  table. 

20. 

Xiok  the  box. 

21. 

Fold  the  cloth. 

22. 

Tear  the  paper. 

23.  Lock  the  door. 

£4.  Unlock  the  door. 

25.  T,are  the  flag. 

£6.  Draw  a  circle. 

27.  Make  a  square. 

£8.  Take  the  newspaper. 

29.  I>rop  the  newspaper* 

30.  Uncover   the    jar. 

31.  Cover  the   jar. 

32.  ansll  the  rose. 

33.  Ihxst  the  book. 

34.  Lift  the   ohalr. 

35.  BvLt   thQ   chair  dowm. 

36.  J?ull  the  thread. 

37.  Break  the   string. 

38.  Get  the  vase. 

39.  Bring  the  spool. 

40.  Sharpen  the  pencil. 

41.  Bend  the  wire. 

42.  Straighten  the  wire, 

43.  Oome  here. 

44.  Go   to  the  table. 
46.  Roll  the  paper. 
46.  Unroll  the  paper. 


.£n^<: 


.^^ 


47.  Turn  the  door  knob. 

48.  'iJurn  off  the  light. 

49.  Tarn  on  the  light. 

50.  Push  the  button. 

51.  Give  me  the  book. 

52.  Take  the  red  book  to  Mr.  Smith. 

63.  Give  the  green  book  to  Mrs.  Jonet. 

64.  Put  the  pencil  into  the  box. 

65.  Take  the  eraser  out  of  the  glass. 

66.  Look  at  me. 

67.  Look  at  Mr.  Smith. 

68.  Point  at  the  floor. 

69.  Point  at  the  ceiling. 

60.  Hun  toward  the  door. 

61.  Take  your  seat. 

62.  Show  me  your  left  ear. 

63.  Shake  my  right  hand. 

64.  Shake  his^ right  hand. 
66.  Shake  her  right  hand. 

66.  Hold  up  your  left  hand. 

67.  Lower  your  hand. 

68.  Raise  both  your  hands. 

69.  Put  both  your  hands  down. 

70.  Turn  the  red  book  over. 

71.  Turn  the  green  book  around. 


.««T( 


72.  Put  on  your  hat. 

73.  Take  off  your  hat. 

74.  Put  the  knife  into  your  oocket. 

76*  Fasten  the  sheets  of  paper  together. 

76.  Write  your  name  here. 

77.  Fold  the  sheet  of  paper. 

78.  Put  the  folded  paper  into  the  envelope. 

79.  Seal  the  smallest  envelope. 
80*  Open  the  largest  envelope. 

81.  Hold  the  yellow  hook  between  your  hands. 

62.  Put  the  black  book  between  the  two  red  books. 

83.  Draw  a  circle  inside  the  8q.uare. 

84.  ]>raw  a  triangle  outside  the  square. 

85.  Make  another  circle  around  the  triangle. 
66.  Bring  ne  a  short  piece  of  chalk. 

87.  Oet  me  A   long  oieoe  of  string. 

88.  Put  the  piece  of  chalk  under  the  book. 

89.  Zie  the  string  around  the  magazine. 

90.  Untie  the  string  and  put  it  into  your  pocket. 

91.  Face  toward  the  corner  of  the  room. 

92.  Walk  around  the  table  and  two  chairs. 

93.  Fill  the  pitcher  with  water. 


.i»a 


•sccI&Tne 


•  fl*^- 


.;?,€■ 


.T'- 


■  S*j 


94.  Fill  one  glaas  full. 

96.  Give  half  a  glass  of  water  to  Mrs.  Jones, 

96.  iDear  the  newspaper  into  wide  strips. 

97.  Tear  this  newspaper  into  narrow  strips. 

98.  Give  that  bottle  of  ink  to  Mr.  Smith. 

99.  Give  these  apples  to  Miss  Jones. 
100.  Smile . 


.*€ 


QUESTIONS  ASD     ANSWERS 

A  series  of  perscmal  questions  and  sample 
answers  such  as  the  students  need  to  use  and  understand 
In  daily  life  orovldes  ample  opportunity  for  teachers 
able  to  use  translation  methods  In  teaching  English. 
Such  a  series  furnishes  models  vrhioh  the  ainbitlous 
student  naay  i.^aitate.    muestions  and  answers  in  script 
will  be  found  valuable  copy  for  students  learning  to 
write. 

Space  has  already  been  given  to  the  imoortanoe 
of  ability  to  understand  and  answer  questions,  together 
with  ability  to  ask  for  informaticm  and  then  to  understand 
the  answers  when  they  are  received. 

Any  method  by  which  the  meaning  of  these 
questions  and  answers  may  be  conveyed  to  the  student 
is  permissible.    The  English  word  danger  may  mean  nothing 
to  a  Russian  until  he  hears  the  Russian  word  apaznis. 
Occasional  failure  to  reach  a  student  who  speaks  an  unknown 
tongue  should  not  interfere  with  the  encouragement  which 
oomes  to  the  beginner  v/hen  he  discovers  that  teacher  or 
custodian  or  other  students  understand  his  native  language* 


bf, 


»B0 


Sugpeetions  to  the  teaoher 

Devote  some  time  every  ev-'nlng  to  these  vital 
qaestions.   iievlew  and  add  one  or  two  q^uestions  eaoh 
evening*    £ncoarage  students  to  ask  (Questions  of  their 
own.    iiim  constantly  at  mastery  of  oral  English.   Do 
not  oall  attention  to  the  textbook  until  the  question  is 
understood  and  answered  suad  asked  orally. 

Let  the  student  who  first  understands  and 
answers  a  question  be  the  first  to  put  the  question  to 
another  student. 

Invite  silent  reading  and  test  oomprehension 
by  calling  the  nurnbors  instead  of  reading  the  questions* 


fk* 


QUESTIQKS     ASD     ANSWERS 

1.  What  is  your  name? 

Answer;        My  name  is    John  Brown. 

2.  Where  do  you  live? 

Answer:       I  live  at  1648  iilast  Sixteenth  Street, 
Oakland,  California. 

3.  What  is  yoar  address? 

Answer;        My  address   is  1648  Kast  Sixteenth  Street, 
Oakland,  California. 
4*       Where  do  you  work? 

AMwer;        I  work  in  the  Pacific  Cotton  Mill. 
6.       What   is   the  name  of  your  boss? 

Answer :   Mr.  Harmon  is  my  hose. 

6.  Are  you  married? 
Answer :   Yes,  I  am  married. 
Answer;   Ko,  I  am  not  married. 

7.  Have  you  any  children? 
Answer;   Yes,  I  have  two  children. 
Answer:   Bo,  I  have  no  children. 

6.   How  old  are  you? 

Answer:   I  am  thirty-one  years  old. 
9.   When  were  you  born? 

Answer:   I  was  bom  March  8,  1891. 


saw 


10.  What  Is   the  date   of  yoar  birth? 
Answer:        March  8,    1891. 

11.  How  old  is  yoitr  wife? 

Answer:        ify  wife  is  twenty-five  years   old. 

12.  What  is  your  wife's   birthday? 
Answer:        May  17,   1897. 

13.  Where  were  you  born? 
Answer;        I  was  bom  in  Italy. 

14.  Was  your  wife  born  in  Italy? 
Answer:       Mj  wife  was  bom  in  France. 

16.        How  tall  are  yott? 

Answer:        I  am  five  feet,    ten  inches,    tall. 

16.  How  much  do  you  weigh? 

Answer;   I  weigh  one  hundred  fifty  pounds. 

17.  Khat  color  are  your  eyesT 
iggwer :   My  eyes  are  blaclc. 

18.  What  color  is  your  hair? 
Answer:   My  Jialr  is  black. 

19.  Of  what  country  are  you  a  citizen? 

Answer ;   I  have  apolied  for  my  first  papers  for 
American  citizenship. 

20.  Of  what  city  are  you  a  resident? 
itnswer:   I  aa  a  resident  of  Oakland. 


CIAI00U23 

Th«  series  of  oersonal  questions  and  sutnple 
answers  should  be  follo;yed  by  conversation  lessons  or 
di&logass  bftssd    on  pictures.  If  photograohs  are  ased, 

they  shoald   be  clear-cut.         Drawings  are  liable  to  be 
less  conlaaing  and    therefore  aore  useful. 

The  dialOi^ues  baaed    on  these   pictures  snould 
etjploy  ezpresslonf;  coraraonly  used   in  convoraation  in 
Ifinglish.  The  language   should   be   suited    to  adult 

conceots  anS   exoericr.ce. 

Sim^estione   to  the  teacher 

Develop  convers'itlon  abont   the   picture   before 
asking  students   to  read    the  questions  and   answers. 

Drill  in  the  uae  of  ore ooo it ions   by  aaking 
questions  concerning  the  position  of  objects  and   oarta. 

Drill   in  the  use   of  verbs   by  asking   questions 
concerning   the  actions   oicturod   or   suggested. 

include   in  your  oral  questions  the   questions 
askod    in  the   printed   lesson.        Vary  the   order.        stimulate 
silont   readix^g   by  as.rinf: ,      "..hat   doeB    the   book  say?" 

Xhen  ask  one  student  to  read    the  questions,   and 
emother  student   to  recid    the  answers. 


TBS 

IINHUAR 

^ — ~~^ 

_---^ 

^^^^r~"  o 

T 

E" .... 

1.   Q.-  Where  ia  the  lineman? 

A,*  The  lineman  is  on  the  pole. 

B.  vi.-  What  ia  in  front  of  him? 

A.-  The  cross oiece  is  in  front  of  hi-n. 

3.  «i«-  What  ia  above  himY 

A.-  ?he  wires  are  above  hira. 

4.  ^.^  iThere  ia  lis  l*ft  hand? 

A.-  His  left  hand  is  on  the  crossoieoe. 

6.  i^--  Where  is  his  right  hand? 

A.-  His  ripht  hand  is  by  his  aide. 

6.  ^•-  "hat  is  around  his  .7alst? 

ft 

A.-  A  safety  belt  ia  around  his  waist. 

7.  4.-  How  "aany  cross  pieces  are  on  the  oole? 
A.-  There  are  two  cross oieces  on  the  pole. 

8.  y.-  How  many  wires  do  you  see? 
A,-  I  see  six  wires. 


,1 


HEADIHO 


1. 


2. 


4. 


5. 


6. 


vi.-  What  are  these  aen  doing? 

A...  They  are  reading. 

^•-  rThat   is  the  man  at  the  rii^ht  reading? 

A.-  He   is  reading  a  nedrsoaper. 

^.-  Against  what   ia  he  resting  his  head? 

A.-  lie  is  resting  his  head   against   the   back  of 

the  arm  chair. 

'i."  C)n  what   are  his  elbovrs?  * 

A.-  His  elbOA's  are  on  the  arms  of  the  chair. 

>ti.-  Xhat   is  the  other  nan  reading? 

A.-  He   is   reading   a  book, 

•t.-  On  what   ia  he   restin^-'  his  head? 

A,-  He  is   rostinF  his  head    on  his  left  hand. 


a«(d   e 


fiirt    JlsX    e. 


Hie  tyoe   of  dialoj^ue   llluatrated  above  -my  be 
used   by  the  auttbltioae  stadent   in  aelf-testlng,   if  he   ^111 
oover  arith  a  oard    the   answers  (tiran  ui\tll  he  has  formulated 
an8;7er8   of  hits   own.  Jaojyever,   as  in   the  follo;rlnp   il.aatra- 

tions,   it  la  a  simple  matter  to   print  a  numbered  liat  of 
qaestioBB,   and    then  to  give  answers   to  these  (questions  on 
the  next  f>age. 

lEith  such  aeries  of  queations   and  answers,   tha 
student  may  oheok  his  own  work  for  error,   and  he  will  also 
be   in  a  position  to  aak  intelligent    (Uestiona  oonoerning 
different  ways  to  correctly  oxpreso   the  same  thought. 
Originality  is   encoaraf ed.         Self-reliance   is  developed. 
Zeaidiers  with  large  olasaes   or  more   than  one  class  know 
the  value  of  auoh  busy  ,7ork. 


THf:     OFFICE 


1.  In  jrhat   are   these  rsent 

Zm  Ho»  many  men  are  standing? 

3.  What   ia  in  this  man* a  right  hand? 

4.  yor  srhat  ia  he  reaching? 

fi.  What  is  the  other  nan  doing  vd  th  the  paper? 

6.  Is   this   man  standing? 

7.  which  of  theae   two  men  ia   ;7earing  a  coat? 
6.  ^hich  of  them  ia   r.ot  vraaring  a  coat? 

9.  What   ie   bet^jeon   thera? 

10>  What  ia  on  the  dosk? 

U.  Are  both  men  in  front  of  the  deslc? 

IR.  !rhat   is  under  the  teloohone? 


■S 


Answers 
1.        These  nen  are    in  an   office. 
E.        f>ne  n&n  la  standing. 

5.  This  aan  has  nothing   in  his  right  hand. 
4.       He  is  reaohinf  for  a  paper. 

&•       The  other  man  is  holding   the  paper  in  his  hand. 

6.  This  aan  is  not   standing.  He   is  sitting. 

7.  The  nan  who  is  sitting  is  wearing  a  ooat. 

6.       The  nan  who  is  standing  is  not  wearing  a  ooat. 
9.       A  desk  la  hetvreen  the   two  men. 

10.  On  the  desk  are  some   papers,   a  telephone,   a  calendar, 

and   an  inkstand. 

11.  Both  men  are  not   in  front   of  the  desk.        Olne  :aan  is 

In  front  of  the  desk,   but  the  other  man  la   behind 
the  desk.        The  desk  is   between  them. 
IS.        The  too  of  the  desk  is  under  the  telephone. 


»AS 


SCSRK3      FROM     DaILY     LIFK 

»hlle   the  dialofues  suggested  above    oravlde  an 
excellent   basis  for  drill   in  the  getting  and   in  the  piving 
of  information  in  i!;nfli8h.   as  well  as  a  baaia  for  drill 
in  the  correct  use   of  i!4nglish  in  oral  and  vrritten  comoo- 
sition.    there  remains  an  evident  laok  of  a  basis   for 
practice   in  the  use  of  those  exoreusions  9vhich  are  ocynmonly 
eiiit)lo7ed   by  Knp  11  sh-s peaking   oeoplo  in  the  situations 
pictured.  Tho  need   of  orinted  dialogues  making  use   of 

this  ovory-dajr  idiomatic  conversation  han  been  so   Dressing 
that  certain  Americanization  xorkers  have  gone  so  far  as 
to  discuss  the  advisability  of  the  exclusion  of  everything 
but  such  dialoi'uea  from  the  beginner's   textbook*        ^uoh 
dialopues,  with  the   prooer  stage  directi:>n8.   should   certainly 
b«  given  as  lauoh  space  as  is   7iven  to  t/ie  other  types  of 
dialogues  or  to  the    Picture  series. 

To  any  one  fa^ailiar  vrith  direct  methods  of 
teaching  Knplish   to  adults  it  vrill   of  course   be   evident 

4 

that  no  class  should  be  expected  to  go  through  a  textbook 
oage  by  oage,  lino  by  line,  without  reference  to  other 
matter  of  interest  and  value.   A  textbook  for  beginners 
is  of  course  but  the  first  of  a  series  of  textbooks.    a 
book  of  ^'Scenes'*  should  be  included  in  such  a  series. 


OS    &it 


Sttjmeatlona   to  the  teacher 

Before  reading  the  staf e  dlrectlonfl  or  the 
dlalogae,  dlscaan   the  situation  with   the  olase.         Ask 
queetiins  as   tlth  orevlourt  flialopuea. 

Jtoeoarafe  the  students  to  oomooBe  eonTereation 
and  to  act  out  the  situation  without  reference  to  the  text. 

Ihon  read,  or,  orefcrablf,  have  a  student  read 
the  Btape  directions  and  direct  the  draraatisation,  while 
other  students  act   out  the  parts  and  carry  the  dialogue. 


iVtib  *a6  r*^- 


IHE     COLLI  SI  OK 


itr,  Frank  iSmlth  is  driving  hla  automobile 
north  on  Telegraph  iivonae.  There  are  larfe  blao}c 

and  gray  oheoks  in  hia  cap. 

Mr*  RalDh  Broum  is  drivin;>  hie  automobile 
east  on  Durant  Avenae.       His  cap  ia  oade  of  plain 
black  cloth* 

The  t;70  aatomobilos  reach  the  intersection 
of  the  two  streets  at  the  same  ti'ne.         The  front  left 
fender  of  Mr.   Bro^xm's  automobile  strikes  the  side  of 
the  left  front  fender  of  Ifr.  Smith's  automobile.       Both 
fsaohines  are  moving  slowly*       Both  stop  as  they  strike, 
and  no  daaa/re  is  d  one* 

Mr.  iilaith  is  an^ry  and  shakes  his  fist  at  Mr* 
BrOim*       Hr*  Brotrn  remains  calm  and   smiles  at  Ur*  3ml th* 

MB*  amiH:  "Why  don't  you  watch  what  you  are  doing? 

had  the  right -of -way I " 
Mii*   BHOtTH:  'H^on't  get  excited.  Ur.  amith.       I  ?iffl  sorry* 

There  is  no  harm  done  at  all*         Your  car  is  not  even 


,4-+ 


aoratohed.'* 
iLU  aillTH:  'All  rlptot.       Luclqr  for  yoa  it  lan't  hurt. 

Uatoh  vhere  you  drivo  after  thi«:  Unci ©rnt and?** 

Mii.  aaj^TB:  -y  .  .   ,,±t,       it  vrtll  not  happen  again.         I 

have  had   thia  car  :>nly  t.70  days.        i  .^ui  .^ast  learning   to 

drivdtit.'* 
Mil.   J:iIX9i:         •*??ell,  let  no  ooggeat  that  you  one. ice  a 

tfhile  on  s(»Be  other  street.         You  might  )cill  aoae   one 

on  this  crowded  street."* 
IGU    BiiOTJT;         "thank  yoa.       I  shall  do  that.** 

Ifr.  Broim  books  hia  oar  a  fe«  feet* 

Mr.  Smith  drives  on  up  Telepiraph  i*.vcnuo. 

Mr.  Brown  drives  cm  up  I^uront  Avcnue. 

SAFETY       FIRST 


REFRKSmiiSHTS 


Mr.  Arthur  Martin  ana  Miss  Loojr  Cook  are  sitting 
on  a  sofa*         They  ura  having  refrashasnts. 

Miss  Cook  is  holding  a  glass  of  aherbet  in  her 
laft  hand,   and  a  spoon  in  her  right  hand. 

Mr.  Martin  ic  holdlzig  a  olate  of  little  oakes 
in  his  right  hand.       Uo  is  lemming   tovvard  £Ii3S  Oook. 


MB.   M^TIR: 
MISS  COOX: 
MR.   UARlin: 
4ISS  COOX: 


"Is  the  sherbet  good?" 
"Yes.  air.        I  like  it  rery  noch.** 
**Take  another  oake.** 
**Bo,    thank  you.        I  have  eaten  three  already, 
lake  one  yooraelf.** 


'smmjsn 


«T«     *: 


fiSiUC 


ilK.    iT.^TIS! 


MISS  COOK: 


UR.    PARTIS'. 


aiSiS  C  )C«: 
USS&  C00£: 


MR.   lUBTUli 


'"Chank  you.        I  have  eaten  several. 

You  see  I  have   been  out  in  the  kltc^hen." 
"Is   that  80?         T.hy  don't  you  eat   aome 
:jherhetV 
"Oh,   ray  trainer  says  it  ia  not  good   for 
ne.        I  an  in  training  for  a  cross- 
country race.       I   am  not  allovred   to 
eat  sherbet  or  los  cream* ** 
'*But  you  are  allo«od  to  eat  cookies?** 

•*He  did  not  aay  anything  about  oookies." 
"I  don't   think  a  little  sherbet  jvould 
hurt  you.  Yon  like  ahorbet,  don't 

you?" 
"Oh«   yos.        X  like  aherbet  «ell  enough, 
but  nemo  this  evening,   thank  you." 


IHK     PLACK     OP      3UG3BSTIOH3      TO     TOR     IKACHJ® 

Qm   printing  of  safTFoationg  to  the  teacher 
in  textbooks  for  bep.inners  has  become  a  oarvnon   practice, 
iiug/^estiona   outside  of   the   introductioa  nhoald    be  very 
brief  and   orinted   in  nukU  tjpm,         With  the  publication 
of  teacher's  editions  and  teacher's  manuals  the  sise  and 
cost  of  the  pupil's  text  has  been  reduced.         Xhose  who 
wish  helpful  aoMaations  based  on  the  experience  of 
socoessful  teachers  can  get  a  teacher's  edition  or  manual. 
rhose  «ho  do  not  need  a  manual,   and   the  students  arho  are 
only  confused  by  these  suggestions,   are  at  the  sane  time 
relieved   of  their  weight* 

The  contentions  of  those  who  debate   the  relative 
!«erit3  of  10  point  tyoe  and   12  ooint  type  have  no  place 
in  this  study.  Publishers  should  know  that  snaall  tyos 

does  not  meet  the  peeds  of  beginners  of  any  age.         At 
least  18  point  type  should   be  used   in  orinting  the  early 
lessons,   and  not  less   than  14   point  in  orinting  the  later 
lessons*  Tho»e  oublishera  who  have  used   still  larger 

type  have  done  a -service  to  teachers  and    pupils  aliXe. 


somuBT 

To  rodet  the  needs  of  o lasses  in  Knplish  for 
beginning  adults  saoh  aa  that  at  Garfield  Evening  iichool, 
a  textbook  should  contain,  first,  a  series  of  Pictures, 
with  the  individual  objeots  and  parts  labelled  with 
numbers,  rather  than  with  words;   second,  a  key  to  the 
oictures  in  orint  paralleled  by  script;   third,  a  aeries 
of  numbered  oooaands;   fourth,  a  series  of  personal 
quest iOBB  and  sample  answers;   fifth,  dialogues  based 
on  oictures. 


3ELaC1!SD   BI3LIXKAPHT 

The  literature  dealing  with  the  suhject  of 
lan/;aa^e  teaching  is  extensive.    'Uin^  hundreds  of 
referenceo  to  similar  material  -nay   be  found  In  the 
works  selected  for  this  bibliography, 

A  fe'.7  of  the  items  in  this  biblio^^raphy  refer 
to  saatter  whloh  does  not  bear  solely  on  the  si}ecific 
oroblea  of  the  production  and  ;}udg!aent  of  textbooks  in 
JEnglish  for  boginnin^t  sulults.    Certain  vorks  are 
included  because  of  the  light  they  throw  on  the  payohology 
of   language  and  the  orocessos  of  nev  language  habit 
forraation. 

IThc  nature  and  contents  of  th«  works  linted 
are  suggested  by  the  annotations. 

Keferences  marked  with  an  asterisk  (*)   will 
be  found  of  particular  ralue  to  any  one  seeking  to  make 
•asier  the  teaching  of  Knglish  to  beginning  adults* 


at}3D^ 


Abbott,   Grace.       The  IneQiprunt  and   the  Cooatsonity. 
ntm  York,  Century,   1917.       £21-246. 
A  genor:il  survey  of  the  lanf^uage   oroblem  of  th« 
i'sralgrant. 

*  Ale,   Ida  CJ.        Jln/Tliah  Journal,    January,   1920.        9:1S-19. 

"Teachinf,  the  Foreign  Bam." 

A  dlBcusslon  of  textbooks  and   teaching  methods* 

A'serlcanlssatlon,   u.   S.    Borean  of  Education,    >^nricanlsation 
liiTlslon,  April  1,   1919.       l;li>.        "Pictorial  Jingliah 
Lessons  with    Phonetic  IJrannlations." 
A  study  of  methods.        Illuatrated. 

*  A'aerloanlzatiOQ,   October  1,  1^19.       2:1,  13.        **tfethod8 

of  Teaching  Kcflish  to  Foreign  Bom." 
3urQaary  of  direct  methods. 

Anderson,   J.  fred.       Superintendent's  Bulletin,   Oakland 
Public  Schools,   October  8,   1920.        S-5. 
''Aaericanization  or  Cltizenahip." 
A  brief  survey  of  the  lan^ruaf^e  oltuation  in  Oakland. 

Aronovici,  Carol.        Americanization.       i>t.  i^aul,  iieller, 

1919.  S£-28. 

BiscttSBion  of  the  inoortance  of  the  teaching  of 
English.       Condensation  of  the  prohibition  of  the 
use  of  foreirn  languages. 

Aronovici,  Uarol.       American  Journal  of  Sociology,   May, 

1920.  £5:694-750.  "Aaiericaniaation." 

A  oonaerrative  discusnion  of  the  lanf:uage  problem. 

*  Aaoinwall.   l':ducation,  1916.   £7:45-48.   "Direct 

Method  of  Teaching  a  Modern  Longaage." 

A  discussion  of  the  use  of  direct  methods  in  France. 

Austin,  Huth.   Lesaoas  in  i£aglish  for  Foreign  Woiacn. 
Xe9  ^ork,  American  iiook  Comoany,  1912. 
An  illustrated  textbook.    Introduction.   I>etailed 
suggestions  for  draoatiaations,  games,  and  drills. 


•  Babbitt,   K.   H.        Heath's  Pedagogical  Library,   17. 

Methods   of  7e€u:hing  IJodem  Langoa^es.        3o:ston,   Heath, 

1915.        186-a06.        "Coa-aon  SeoQe   in  Teaching  Modem 

Languages." 

A  disousBion  of   the  psychology  of  lon^oage  learning. 

*  Baj^ley,  ^«   C.        The  iildaoativo  Process.       Sew  York, 

Maomillan.   1912.        2-47-295. 

A  discassion  of  the  psychology  of  objective  teaohlng* 

'*'  Bahlsen,  Leooold.  Teaching  of  Modem  L^infttages. 

Boston,  Ginn.  1905. 

An  historical  study  of  the  evolution  of  methods  in 
Irin^uafre  teaching,  with  ^articular  enohasis   on 
direct  tiethods  based   on  the   ohonetic  approach. 
KactonsiVQ  bibliography.    ^ 

*  Ballard,  Anna  Toods.        Eaucational  ReTiear,  April,    1914. 

47:379-S90.        ** Efficient  teaching  of  a  liodem  Language. •* 
A  discussion  of  successful  oral  methods. 

Barnard,  Henry.  American  Journal  of  Education.        6:487- 

620.        "Johann  Bernhard  Basedow  and   the  Philinthropinum. " 
A  diaouBSicm  of  nethods  and   illustrated   textbooks. 

•  Barnes,   Karl.  H.   E.  A.   Addroaaes,   1918.        171-2. 

**!Spoken  Kn^lish  as  a  factor  in  Aaericanization. " 

A  discussion  of  the  p3yoholof^y  of  language  loarning. 

Barro-jrs,  Sarah  T.       Bnglish  Speech  for  Foreign  Tongues. 

Oolumbua,    Ohio  Branch  Council  of  National  l>efense,   1918. 
Americanization  Bulletin  Ko.    5. 

BascMi.   Lelia.        iinflish  Journal,    iipril,   1920.        9:224-L£C. 
"Knpliah  Lesnons  for  Haval  Recruits." 
]>i8cu88ion  of  direct  methods  e^tiohasising  verbs  of  action. 

Baogtoaan,  Kuby.        A  Tentative  Course  of  Study  in  iin^lish 
for  i^ori-iSnf^liah  iitudcnts.        Los  ^»n{?;eles,  3)e>artment  of 
Iia-nifrant  ]S«iacation,    1919. 
Jud/rraont  of  textbioJco,   cha^.   5.  iixtensive  bibliograohy. 

Beglinger,  Bina  J.       ilupgestions  for  Teachers  in  Evening 

Eleraentary  Schools.        Detroit,   Board    of  Education,   1920. 


AMtt,  Itrs*  U*.  K«  W,       Amerloanization.       Saora-nento, 

Salifomla  Stata  Comfalaalon  of  Imnlgratlon,  1919.       8. 
liacassion  of  the  inaportanoe  of  Knglisli. 

Berkoiritss.    J»  H,        The  Kyeoirht   of  School  Children. 

^a8hinpt«»i,  U.   a.    '3ttraau  of  Kducatlon,  bulletin,   1919, 
Ho.   69. 

iitandards  In  textbooks,   27-R8.  Graded  Sanolee  of 

tyoe,   59-67.        JJibllograohy,    11£-1£6. 

B«rlitz,  M.  »•       Method  for  feaohing  Modein  langaa/ros, 
Knglish  Part,   >'iist   Book.       Jew  York,    Berllts.    1919. 
An  unlllustratad  textbook.    Intended   for  atudonts   of 
any  a/?©   or  race.        3  irect  raothodg.        Helerence  to 
lar^e  colored   olotare  charts. 

Baahpeturian,   Af niv.       Foreigners*   Guide  to  linglish. 
Yonkers,  'J^orld   Book  Cosjoany,   19E0. 
Illustrated   textbook.        Introduction  .^ivea  detailed 
directions  concerning  direct   methods. 

Blaok,  Jl«  f*       iilh^liah  for  the  Hon-^^liah.       Kegina, 
ftaak.,  Keglna  Book  Shop,   1913. 
Presents  the  importance   of  the  language  problon. 
Dlscnaaion  of  -aothoda  and  textbooks.        Bibliogx-aohy. 

*  Blaokia.       liaview  of  Hevie:ni.  Aogost,  1092.        6:i31-53. 

"How  to  X«am  a  Lanpua/^e." 

A  recall   to  life  of  the  deaa  languafrea.       'J?he   osychology 

of  lan^Rua^e  learning. 

BogardUB*  £:nory  iii>tephen.       Essentials  of  Americanization. 
Loa  Angeles,   University  of  So.  Cal.   Press,   1919. 
Statistics  on  the  use  of  the  £iiFliah  languatge,   19. 
Influence  and   itiportance  of  the   Sngllsh  language,  1E7, 
£07,    £19.  Teaching  methods.   EE1-SS3. 

Bovee,  Arthur  G.       Mod  em  Language  Journal,   Hoveraber,   1919. 
4:6S-7£.        "Teaching  Vocabulary  by  the  I>lrect  Method. ** 

*  Brobner,  Mary.         The  Method   of  Teaching  Modern  languaFea 

in  Germany*         London,  Clay,  1898. 

A  raoort  on  the  use  of  direct  ziethods. 


*  Brovn,   Samuel  J«,   and   Goldberper,   Henry  H.       A  Sai>?g68t»d 

Caarea  of  Stad^  and  Syllabas  for  Hon-aa/rllsh  Speaking 
AliiltB.       Hartford,  iitate  Board   of  ifidueatioK,   1918. 
I'irect  raethoda. 

Ualifornia  £itate  CoTimisslon  of  lawigration.       A  Sufgeste* 
frogram  of  /^^Arlcanlzatiom  of  the  Goneral  Federation 
of  Toaon's  Clubs,        San  Francisco,   1918. 
Bibliography. 

SajM.       Report  on  Fresno's  Imrnl juration  Problea. 

Saoraaonto,  ilarch,   1918. 

A  surrey  of  conditlcms*       KecoT>mexidation8* 

Same*       A  Ifanoal  for  Hoiae  feachers*         Sacramento,   191ii« 

Suggestions  for  direct  tiethoda. 

Saoe*        Our  Soldiers  and   the  i:bglish  I<angaage.       Saoraaento, 
1918. 
Eiroct  taethods,   ;7ith  aasiiple  lessons. 

Chanoollor,  V7.   S«       Heading  and  I.an^uage  lessons  for 

Serening  Schools.         Be«  York:,  ^merioaa  Book  Oonoany,  191£ 
Illustrated   textbook.         Su/rgeationn   to  the   teacher. 

Satae.        Standard   Short  Course  for  Sv^nlng  Schools.        New 
York,   A-aeriean  Book  Comoany,   1911. 
Illustrated   textbook.        Suggestions  to  the  teaohor. 

Olaxk,  ifre.   ISartaK  X*       Proceedings  of  the  Sooond   Industrial 

iicilet^  OoagriHBS   of  Hew  York  State.     Albany,   Lywis,   1917. 
E8-40.        "Industrial  i&lncation  as  a  Safety  Measure." 
5hG  importance   of  iiiirliah  teaching. 

Cole,   H.   K.        22voryday  English  for  Every  Coming  ..inierican. 
Clereland,   Y.   M.   C.  A.  Zduoational  Department,   1914. 
A  textbook. 

*  Comenius,   John  Araos.       Orbis  i>onsualiain  Pictne.        1658. 

Kngliah  edition.   1727.       American  edition.   1810. 
Syracuce,   Bardeen,    reorint   of  17?;?  edition.   1887. 
A  bilingual   illustrated   textbook.        Introduction. 
l>iscussion  of  the   osycholory  of  direct  methods. 


•tfv 


Connecticut  :>tate  Board  of  Kduoatlon*       Clasaos  for 
Foreign  Bom  Adults,   (^>rf animation  and  Maintenance* 
Jiartford.   aeries  1920-£1,   iJullotin  lio.  1. 

Cortina,  H.   0.   de  la.       ^ngllsb  in  English.       Sew  York, 
Cortina,   191£. 
Illustrated  to:jtboolc« 

Crist,  Haj^ood  Vm       Student's  Textbook.        .''aohln^ton,  U*  3* 
Boroaa  of  Baturalisation,   1918. 
▲  textbook,   acoodoaniod   by  a  teaoher's  manual. 

Cubberly,  Kll/roofi  P.        i'ublic  Education  in  the  United  atates. 
BoBton,   Hourhton  ilifflin,    1919.        £70,    r.96-.'!00. 
Discuasion  of  ob.ioct   lesfions  and    oral  laxigua^e  lessons. 

Saae.       History  ol  --viucation.       Boston,   Houghton  Hifflln, 
1920.        409-416,    440,    £25,    639. 
Early  textbooks. 

*  Cufomings,  Thomas  ^m       How  to  Learn  a  Langua/^e.       Sew  York, 

CooQiinfS,  1916. 

A  8ti:dy  of  direct  methods.         Bibliography. < 

Cusachs,   C.   V,        El  orients  of  Sooken  l^^lish  for  Jipanish- 
aooaking  Students.         Bow  York,   ^iraerican  Book  Oomnany, 
1904. 
A  textbook. 

I>aTl8,    *hilip.        Immifjration  and  -iaericcinization.*  Boston, 
a  inn,   19r;0. 
Bibliography,    749-766. 

Oanria,  Jfiehael.       Immigrant  Health  and  the  Coanonity. 
Hew  York,   Hj^roer,    1921.        291-r:94. 
DisouasiOR  of  the  language  barrier.       Bibliography. 

*  De  Suiaiohraat,  r.   C.        fioath's  i*odap^^ical  Library,   17. 

ISothodS  of  Toachtnp  Modem  Languages.        Boston,   Heath, 
1915.        81-86.        "Conversation  in  Language  Study." 

I>o.rnar,   Charlos  H.        Modern  Limgaage   JouT^al,   March,   1918. 

£:£:!9-247.        "Teaching  American  Soldiers  a  Little  French.' 
A  rooort   on  the  succossful  use  of  a  combination  of 

Tar  1  OUR  raethods. 


Federal  Board  for  Vocational  Jidacation.       Kn^lieh  for  Bon- 
KnpUsh  SpeaJcln^  Hen  Illiterate  In  their  Kative  Languafre. 
Rehabilitation  Monoi>raoh,    Joint  Series,  Wo.  4,  ^ashinfton 
1919. 
A  teacher's  aanual  adTiaing   the  use  of  direct  lethods. 

•  iea,  Mary  Helen.       i^nglish  Journal,   KoTombor,   lal.  .       2:f>^<J- 
£46.        "^Teaching  Englioh  to  FiliplnoB.'' 
Diacuaaion  of  the  oral  aporoach,   eraphaai?!ing  the  uae  of 
Terbs  of  acti(m  in  conv^onds   and   dialogues. 

Field   and  Coveney.       iSngliah  for  Hew  iaerieaas.       fiev  York, 
Silver  Burdett,   1911. 
Illustrated   textbook.       Vocabalriries. 

Fisher  and  Call.       iia<;liBh  for  jJeginners,   Book  Otoe. 
Boston,   OLnn,   1920. 

Illostratod   textbook.       lialofue  method.       Saf^gestions 
to  the  teacher  in  introduction  and  notaa. 

•Fitxoatrick,  Alfred.       World *8  Work,  April,  1914.       I;7:698- 
702.        "'J!he  S^ing   Seara  Boaa.** 

A  report  on  the  Biiccessful  use   of  direct  methods  in 
Canadian  labor  civ&ps. 

Fuller,  Sarah.        Illustrated  Primer.       Boston,  Heath,  1B9Q. 
labelled  pictures.       Good  for  children. 

Galeno,   Oscsur.       Galeno  I^iturol  Uethod,  Spanish  and  Enpliah. 
How  York,  Grepg,  1921. 

Billn/5ual  textbooks,  numbered    pictures,  key,   oharta. 
Betails  of  direct  methods   in  teacher's  manual. 

daua,   John  M.       fiaticmal  llonlcipal  Heviear,  Hay,   1918. 

7:J^?7-244.   .    **Mnnicioal  Program  for  i^ucating  Irvqi^rants 

in  Citiaenship.'* 

I>isou8Bion  of  the  need   for  adult  education. 

G  old  be  r  per,   Hcnr.v  H.        Methods  of  Teaching  Kn/rliah  to  the 

Non-Eiiglish-SDeaking  Foreign  i3orn.        Albany,    State 
I>eoartment   of  Education,    Inmigrant  -education.    Pamphlet 
No.    2. 
Lessons  and   directions   for  direct  methods. 


-,J  iJ  J  "^ 


;t eiric. TB*L    ,ac 


•tn&t^ 


Goldberger,  Honry  fi,       'Cethods  of  Uoachlng  %gli8h  to  the 
Jlon-Sn^llah-Soeaklng  Forolgn-3om.       Philad«lohla, 
^oriojjiization  Bureau  of   ?eim5ylvanla« 

Saae.       English  for  Corainf  /imericann.       Hew  York,  Scribner'o, 
Vila. 

Illustrated  textbook.       Introduction  and  notes. 
3>otailed  direct iona  for  tiio  ase  of  dlroct  -nethods* 

Same*       B0.7  to  Teaoh  Kngliah  to  Korei^nors.       Hew  York, 
Goldberger,   1918. 
Slsousi^lon  of  methods  and   textbooks.     iSyllabua. 

Blbliorr-iohy. 

Same.       Ho.?  to  'ifeach  iiin/.lich  to  i'orei<';ner8.       Hew  York, 
International  Prosrr,   I'JIS. 
Bibliography. 

3aae«  and  Bro.7n,  Sa.-3ael  J.       4  Course  of  Study  and   Syllabos 
for  Coaching  iingliah  to  ISon-En/^llah  Speaking?  Adults. 
Sew  York,  acrlbner's,   1919. 
lessons  and  directions  for  direct  -nethoda.        Blblioisraohy. 

SaxM.       Teaching  ■iin£:liiih  to  the  Forcis'^  Bom.       -ashlngton, 
U.   S.   Bureau  of  Education,  Bulletin,   1919,  Bo.  80. 
ifethods  and    textbooks,   9-20.       iiaraolo  lessons,   21-37. 
Bibliography,   44-46. 

•  Gouin,  Francois.       Art  of  Teaching  and  Studying  Languages. 

Bew  York,  Scribner's,  lti9£. 
Birections  for  the  these  -aethod. 

•  Gray.  Hobert  Floyd.       Aaaericanlzation  in  the  Bvonlng  School. 

Berkeley,  university  of  California  raster's  Thesis,  1920. 
Methoda   of   teaching  iinpliah,     119-1*68.       Bibliography. 

Guimps,  Hoger  de.        ?estaloa2i,   his  Life  and  iJ^ork.       Transla- 
ted  by  J.  Huiiaell.       Hew  York,  Apoleton,   1890. 
2>iscuoalon  of  rathods,  412-424. 

HarriTian,  H.  lU       i>u/;festiona  for  ijaerioaniaation  Teachers. 
University  of  Utah,    ?ixtenslon  Biviaion,  I^Carch,   1920. 
Vol.   1,   Ho.   3. 


Harrington  and  Cunnlnphara.       A  First  Book  for  Hon-fingllah- 
Sj^eaking  -*eople.       Boatoji,  Heath,   1904. 
textbook.       Su/^,ie8tlons  and  notes  oonceminp  direct 
aethoda. 

Hedger,   Carolirie.       L.     ..   ^  Addreaaes,   1918.        167-171. 
'*'5he  iClndorgarten  as  a  Factor  in  Aaerioanization." 
A  plea  far  the  aao   of  direct  raethods. 

Henke,  >ranae8oa  a.       I'rirriarjr  ^uoaCion,  Iecer3l>er,   191£. 
22:6£l-r;5.        '♦Teaching  ^gllsh  to  J  oreign  Children  In 
Hartford,  Connectlcat." 
An  illustrated  report  on  auccessful  direct  methods. 

Henry,   desa.        "Santa  .ma's  Pro..leia  in  Amerlc  nization." 
fianta  -^Vna.  Santa  Ana  -^blio  i^ohoola,  I>epartiaent  of 
Haaearoh,   Bulletin  2o.   2,  I  obruary,  1920. 

Hervejr,  Williaat  Addison.       ^ouem  Lunf^uti^e   Journal,  loceaber, 
1916.        1:79-91.        "Oral  Practice     —     Its    ^rooae. 
Means,  and  liffioultiea.'^ 
Diaoasaion  of  dlreot  methoda. 

*  Uevrett,   »".   X.       Heath's  ?edago|Tical  Library,   17.       Ifethods 
of  1!eaohing  Modem  Langua|[e8.       Boa  ton.  Heath,   1915. 
45-49.        "'Jhe  Katural  Method.** 
A  discusnlon  of  oral  aethoda* 

Einndale,   -i.  a.       Horaoo  Mann.       Eew  York,  Scrihner's,   1898. 
166,   189.   190. 
Biaoasalon  of  word  methods. 

Hoaghton,  Irederick.       >irst  Xeasona  in  isjagllsh  for 

yorei^ners  in  i'Svenlnp  Schoola.       Hew  York,  American 
Book  Conpansr,   Ull. 

Illustrated   textbook.       Ilreot  methods  diacaaaed   in 
the  introduction. 

Houghton,  -brederiok.       Second   Book  in  Kngliah  for  li'oreigners 
in  Kvening   •'iiohools.       Hew  York,   -^iaerican  Book  Company, 
1917. 

Illustrated   textbook.  Ilrect  oethoda  discuaaed  in 

the  introduotion. 

Hrbkora,   Sarka  B.       Bridging   the  Atlantic:       Biaouaaion  of 
Problona  and   2Iethod3  of  .Americanization  and  English 
Teaching.         Reriaed   Edition.       Xos  Anftelea,   Herman,  1920. 


r9C  .  --A.  m&. 


Bttay,  J^ntand  ^rke.       The  Psychology  and  Pedagogy  of  Reading* 
Jtew  York,  liaciaillan,  1916. 
IlluBtrated.  Blblio/rranhy* 

The  hlst^rj'  of  reading  methodB  and   textbooks,   240-ii61. 
She  pedagogy  of  reading,   265-S83.       Hygienic  resiuirementB 
in  the  r>rinting  of  hoicks  and   papers,  406->41S. 

JnrJga,   Jereaiah  -,        Tho  Inynigrat  ion  Problem.       Hew  Tork, 
Punk  and  ^a,<?nall8,   191f>.        S14-318. 
Statistical  study  of  ability  to  soeak  Ehglish. 

*  Jeanersen,    ^tto.         How  to  Ceaoh  a  Foreign  Iani»aage. 

Hew  York,  Macraillan,   1904 •        Translated  by  Sophia 

BertolRon. 

A  elassic   on  direct  methods.        Bihliograohy. 

Jiaoeriaff,  liary.       Progressive  lesfJonB  in  Jfinglish  for 
yorei^nors.        Boston,  (iinn,    1915. 
Illustrated   textbook* 

Journal   of  lidacation,   Airil,   ia9£.        188-189. 

A  reoort  on  direct  methoda.   e^ohasizing  the  ohonetio 
approach.       iihort  biblio^raohy. 

Xellor,  >rance«  A.        Educational  Heview,   June,    1914.       48: 
21-36.  "The  Education  of   the   Im-ai^'trant.'' 

•  Xraase,  Carl. A.       Modern  Lanpaa^e  Journal.       Critical 

bibliograohy. 

October,  1916.  l:3.'3-40.  "Literature  of  'doaexn 

Language  Methodology  for  lulfc." 

October,    1917.  2:29-43.  Sfome  for  1916. 

October,   1916.  3:^1-38.  Same  for  1917. 

October,    1919.  4:14-2:;,  and   Uoveabor,   1919.      4:77-89. 

3aae  for  191d. 

&aaae,.Carl  A.        The  rirect  Method    in  Modem  Languages. 
Hew  York,  iicribner's,   1916. 

Study  of  direct  methods.        i?he  oral  aoproach.       JSxtensiTe 
bibliography. 

Lenz,   Frank  B.        £ducation;a  Review,   May,    1916.        51:469- 
417.  "The  Jfiducatlon  of   the  Xmraigrant.** 

log  Angeles  City  iichools.  iilomentary  Adult  Kdacaticm. 
School  Publication  Ho.  P.7,  Sovoniber,  1919.  29-^2. 
Tidcuasion  of  teaching  ciaterials. 


inf^   hnm^f^-    ,t'->. 


MftoCarthjr,   Jesaie  Howell.  -here  Uarmants  and  ^imerloans 

Are  Made.  Hew  York,    .-riter'a  Publishing  CjaTianjr,   1917. 

A  report  on  the  '^iaicher  ^yL;tem"  of  direct  methods. 

Slahoney  and  Horlihy.         rirst  iiteps  in  'traorlcanlzatlan. 
Boston,  Hou.Khton  Mifflin,  li>18. 
A  manual  for  teacherB. 

Ifohonoy,   ^Vct-nore,  Ttinliler,  Alaberg.       draining  Teachers 
for  Amerlceinlzatlon.         I^'ashlngton,   U.   S*   Bareaa  of 
lilducation.   Bulletin.   19S0,   Bo.   12. 
loaching  JSn/?linh,   2;3-33.       Blbliof.raphy.       I'ho  oral 
aooroacht   textbooics,  and  lanthods  in  inciustrial  clti&aeo, 
45-^8/ 

Markowita  and  ^tarr.       Kverydajr  Lan^aage  Lessons.  Hew 
Yorlp,  iraerican  Book  Coaipany,   1-)14. 

IlluBtrated  textbook.         Saggeationo  concerning  direct 

mothoda,    eaohaeizing  the  verb,   introduotion  and  notes. 

Massacfaiisetts  i^tate  Board   of  iik^acation.  1  7eaoher*8 

Handbook  to    »coompany  Stai^ard   Lessona  In  JSnpliah  for 
^asricun  Citizenai.io.  May,    1918.        Vol.    IV.     »o.   2. 

^holo  Ko.   SI. 

SaMO.       English  for  iimerican  Citizenship.       Bulletin  Ifo.  16. 

UathssoB,  Mary  B.       iyaeriofinization  Primer.       Boston,  Allyn 
and   Bacon.   19E0. 
An  illustrated   textbook. 

Maxjfell,   .*xllia.Ti  Henry.       ^Jhe  textbooks  of  Coaenius. 
Syracuse,    Bard e en,    1893. 
Illustrated • 

tfercler,  Louis  J.  J5dueational  Hsvievr,  January,  1919. 
67:43-59.  "I'aaching  to  Sooak  irenoh  in  College.** 
Lifscussion  of  the  psycholo^iy  of  langa;ige  learning. 

Mints,  Frances  tiankstone.  ■»■  iirst  *^eader  for  B«w  -»aisrican 

Citiaens.         *ew  York,  aacaillan.  1915. 

SuggestiOBB  oonceriiinfi  uireet  ioothods,   introduction 
•nd  notes. 

*  Monteaer,  Frederick.       H.   »•  A.  Addreasea,   1910.     622*£9. 

"Direct  Method   of  leaching  :iodem  LrjigUaf.os  and  Proaent 

Conditions  in  Our  Schools." 

Contrast   between  translation  and  direct  methods. 


*  Moore,   iiurah  kTood.        uiurvey,    June  4,   lyiO.       24:386-9£, 

•The  reaching,   of  Foreifnora.** 

A  study  of  direct  raethods,    particularly  tho  use  of 

numbered   picturea   oX  single  objects. 

Morgan*   Bayard  viuincy.       :iodnrn  lan^quapo  Journal,  Aoril, 
1917.       Iz'cZb-hAl,         'In  o^efense   of  translation. " 
l>iscur,Bion  favoring;  tho  mental  disoiolino  thoory 
jantlfylnr  >i  United  aaount  of  translation,   being 
tno  last  stand    of  the  Old   Guard. 

Hew  finglana   Priraar.        Ho;?  York,  Todd  Head.   1899. 

Edited  by    *.   L.  Ford.       a  reproduction  of  the  original 
text,  with  an  historical  introduction,  discussing 
early  illustrated   primers. 

Mew  York  City  i-epartment  of  J*ducation.        Siyllabus  for   th« 
Teaehljvr   of  Knglieh  to  yoreignors.       1306«  and  1915. 

O'Brien,  Sara  H.        2n;:li3h  for  Porelgnera,   Boole    )ne. 
Boston,  Houf^hton  Wiffiin,   1909. 
Illuotratod   textbook. 

O'Totfle,  Hose  K.        Practical  fttt^'^liah  for  iTew  ..iaierioana. 
Boston,   Heath,   1921. 

*  Palmer,  Harold  Ji.       i!ho  iicicntific  Study  and   Teaching  of 

Languages.       Yonkera,  ^orld   Book  Coapany,   1917. 
An  extoneive  review  of  the  factors  and   problems 
connected  with  the  learniji/^  and  teaching  of  modern 
languages,  with  technical  analysis   of  various  raethoda, 
conclusions,  au,;gostions,   and  glosuary. 

Parker,   iaauel  Cheater.       A  Textbook  in  the  History  of 
Modern  lilomuntary  iJducatlon.         Boston,  Ginn,   1912. 
S2G-332. 
A  atudy  of   ?o3talo8siaa  object  methods. 

Patterson,  A.   S.       Hodorn  Language  Journal,   January,  1917. 
1:1.^6-14S.        "Lan/ruage  Fact  and  language  Habit." 
A  study  in  tho   osychology  of  l<inguage  learning, 
•raphaslsing  direct  methodn.   the   oral  aoproaoh,   and 
tho  Bcntonce  aa  the  unit  of  thought  transference. 


•I> 


Pannsylvania  Americanization  Bureau.       Organisation  of 

Schools  in  jinpllsh  for  the  Foroif^n-Bom-       Saopleraen- 
tary  folio  Ho.   1.        ::.    >«   Bach,   Chief. 

Poire.       Review  of  Heviews,  Movember,   1892.       6:424. 

"How  to  Learn  a  lansraafo  In  Blx  Months.** 

A  reoort   on  a  sucoessful  test   of  the  Goain  direct 

method    of  teaoMnp  I'renoh. 

Price,   Isaac.       Tho  I'lreot  Met  nod   of  Teaching  Sn^lish  to 
Foreigners.         Hew  York,  Koblo,   lyl2. 
Illustrated  textbook.        Introduction  and  notes. 

Printer's  Ink,   May  1*0,   1918.        114-117.        •'Proraoting 
.^ericanisia  aionp,  >'or©i^n-3om  "Orkmen.'* 
Reoort  on   the   Droblea  of  factory  edaoation. 

Purin,  Charles  M.       Modem  xiijapuji^e  Journal,  Doveaber. 
1916.        1:43-61.        "rhe  liireet  -ifeachinp   of  Modern 
Foreign  La-n^aapea  in  American  iiifh  bchojls." 
Biseusaion  of  iiethods  and   textbooks. 

Reeder,  H.   H.        HlBtorlcal  I»evclopment  of  School  Headers, 
and    01  Method   itt  Teaching  Heading.        ham  York, 
Maomillan,   1900. 

Richardson,   Ethel.       California  Blue  Bulletin.       Sacramento, 
California  State  lepartnient   of  lilducation,   l-cootaber, 
19P0.        19-?2.        "Training  for  Citizenship.'* 
Brief  iiurvey  of  the  ■&aericaniz&tion  sitoation  in 
Berkeley,   "^kland,   and  Los  Angeles* 

Rick'iTd.  )!•  !>•        Proceedings   *u«er loan! nation  Conference. 
Tachinpton,    U.    S.    Btireau  of  Education,    1919.        60-68. 
"Use  of   the  Stereootlcon." 
IHrect  raetfc^^e. 

Klndpe,   >red  H.    Jr.        Vox-Id's   .Vork,  March*  1914.        27:505- 
£11.        "S.eoo  College  tJtudonts  Hunanizing  Industry.** 
A  reoort  on  success  wi^  direct  methods. 

Roberta,   Peter.       12ngliah  for  Coming  /Americans,   >'irst 
Ko-idor.       ilQit  loTlx:,  Asnociation  Press,   iy09. 
Sxerelses  for  beginners,  xioberts  therM  taethod. 


--lis 


oj  a£. 


Roberts,  Poter.       fti^lish  for  Cominf:  •'Waericana.       Mow  York, 
Aaoociation  Press,   1912,  and   19i8« 
A  teacher's  nanvial,   to  accDi>any  srall  charts  and 
1"^^     leaf  losijons.        A  ntiidy  In  the   psychology  of 
2  -go  learning. 

*  Roberts,  i^eter,   and   othern.      Illinois   Bulletin  Bo.   3, 

Chicago,    Illinois  Elinors'    and  Hechfxnlcs*    Imititate, 
S*   Y«    uillluaa.   director. 

liincuaoion  of  woblera  of  teaching  &igli3h  to  forei^^ners, 
inBisting   on  ths  oral  aporoach. 

Boberts,  ^«   H.        .-'r'jceedir.rs  rtmeric^u^^iration  {-onforenco. 

Taahington,   U-   i>»    Bureau  of  J^ucatlon,   1919.        144-lBO. 
"i'ronjotion  of  Kducation  in  Industry." 
DiBcuijfilon  of  the  i-.Tortxnco  of  iSn/;lish  teaching* 
I'lroet  njethods   In  industrial  claf^ses. 

Schov^a   Life,    "eots-nber  1,  19SO.        5: IP,        •'Instruction  by 
Hear  and  liiroot  Methods." 

liuotation  from  a  rooort  eonc«mlnp  ^nceessful  us©  of 
direct  methods* 

*  Scripture,   Mrs*   iS.   ::*         >atlook,   1897.        66:566-7* 

"In  the   Jaoanese  T?ay.** 

discussion  of  direct  methods  of  teaching  roadln|5 

and  writing.  a  olea  lor  sianllcity  in  hand-Tritinp * 

Scudder,   Horace  i2*       life  of  Koah  Tehstor*        Boston, 
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T  iscu^pioji  of  Webster's   tsxtb^orke* 

^harpe,  Hary  i.       *  First  Header  for  Forei,<mer8*       iieir 
York,    i-Tiericjin  3ook  Comoany,   1911. 

Illustrated  textbook.       Lesisons  suited  to  foreign  bom 
children.     • 

Shield,   Albert.       B.   fi.  A.  Addresses,   1916.       4?3-46. 

"Illiteracy  and   Industrial  efficiency  in  Large  Cities*" 
A  t-^.cneral  survey,  discussion,    recon-nendatlons* 

Skidnore,  Mark.       ?.!odern  Lanfua^e  Journal ♦  March,   1917. 
1:£1E-£T;6*        "The  Birect  iJCethod*" 
Report   based   on  ^uestionattre,    'ith  favorable  conclusions. 


Snyder,  Bdwin  R.       Circular  of  Inforaiation  Bo,  2,  Hoisting 
to  Conj'valsory  Kull-tlBie  J^ay,   Part-time  Day,   iuid  Evening 
Kducation."*       Baoraraento,  California  titate  Booartraent 
of  saucation,    June  ?:0,   1919. 

*  Stead,   r.    7.  RoYlw  of  Reviews,    July,   1092.        5:701-8. 

"Bow  to  Letirn  =a  I>tin^,wipe  in  iiix  '4  mths." 

The  story  of  &wrln*B  atudiee  and  dlecoveriea,  with  details 

oncoming   his  :aethaa    of   tsachin/r  French. 

Santo.        Review   oi  lievie^^a,   .'iurch,    1095.        7:192-8. 
"A  Roj-al  Road    to  Jrfja>n  2an/ruagen." 

A  rooort  of  u  8u<:co8Bful  six  months  test  of  the  Ooain 
direct  aethod   of  teaching  Pronch. 

Steiner,  ISdward  /i.       i?rora  Alien  to  Citizen.       Kew  York, 
Hevell.   1914*        7i;-80. 
The.   cxnerionce  of  an   im-il   rant  learning  English. 

Stewart,   ('ora  V:ilson.       Country  life  Readers,   J-'irst  Book. 
Rlcl^ond,    Johnaon,  I9lb« 
Illuatratod  textbook. 

Sjreet,  henry.         A  Practical  ^tuay  ol   lanfuages.       Bew  York, 
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A  critical  study  of  methods   cf  leaaming  lan^cua^es, 
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Burc  ■■"   "^  -  'trcation,   iiullctin,   191t/,   iio.   'ct» 

The  handicap,   18-£1.       Textbooks  and  niethods 

of  teaching,   38-60* 

Saat*        Teaching  iiin^^lish  to  Adult  ^iens.        7.aahington,   U.   S. 
Bureau   of  Kducation,    aulletln,    1917,   Bo.   39. 
Bibliorraohy  ol  tnxtbookfj,   Jictionaries,   glossaries, 
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Saj5».        Industrial  Mar^      --nt,    October,   1919.        58:313-320. 
"One  Lan^uape  indi-  .1  i*lant.'* 

A  reoort  on  successful  uoo   of  direct  methods   in  an 
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Illuatratad  textbook  for  children.       Intr^uofcion. 


^f 


*       rirat  Reader.       Saw  York,   .jnorican  Boole  Ooapaxiy,   I'JOO. 
Illustrated   textbook  for  children. 

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Methodit  of  Teaching  Modern  L^mgua^es*       Boaton,  Heath, 
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The  iitoort«ince  of  oractiRo   in  language  study. 

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A  :itudy  in  vuriouii  I'i&thodo,       Strongly  f ivorahlc  to 

direct  methods* 

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Boston,   '-inn.   lyf.O.        58£-£9y.        "The  School  as  the 
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iSaahinfton,   vJ*  i>.   rfareau   of  Education,   l;il9.       21-49, 
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U«  S.   bureau  of  J^ucation.       Amcric^mlsation  aa  a  ^ax  lEieaaare. 
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U.  »•   iJureaa  of  ilducation.        The  Aiblic  iichool  ^iystora  of 

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SSttoation  of  the  ii^migrant.       Statiatioal  survey. 

*  U.   S.    Bureau  of  jiducation.        -Jho  i'roblen  of  Adult  Education 

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Seoeseity  of  the  oral  approach. 
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1918.       ?88  items.       Mimeographed. 


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K^teuslve   bibliograohy. 

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Illustrated    textbiok. 

Warshaw,   J.       Modern  ian^uage  Journal,  Boceiaber,   1919. 

4:10ft-ll.?i.        Jinirary,   19r,0.        4:156-170.        'The  Utility 
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A  atndy  in  ixtothods. 

*  Vatson,    John  B.        Psycholopy  froia  the  Standpoint  of  a 

Behavlorist.  Philadelnhia,   Lipoincott,    1919.      310-?47« 

A  study  in  the  paycholopy  of  lar^ua/^e. 

Webster,  Boah.        The  American  Spelling  Book.       Concord, 
Perkins,   1H18. 

W«ek8,   John  "'-        American  Lopion  ^oekly,   Au/rust  12,   1921.       4. 
''i^cricanlsm  and  the  Problem  of  Illiteracy." 
The  lanfraafe  proble.Tj  and   handicap. 

*  Weigel,   John  0.       liodem  Language  Journal,   May,   1919.       3:3,  9- 

.'560.        "The  Acquisition  of  a  Vocabulary." 

A  study  in  tie   osycholofrical   basis  of  direct   -nethods- 

Wetaore,  Prances  K.       A  First  Book  in  Hngliah  for  Kon-2nglish 
Speaking  Adults.       Chicago,  Chicago  Association  of 
Cornnerce,   19J:o. 
Illustrated  textbook.        Lessons  in  tyoe  and  script. 

Wheaton,  H.   H.        j?rocooding8  of  the  Congress  of  ConstructiTe 
Patriotism  Held   under  the  Aunoices  of   the  X^ational 
^Security  League,   in  Washington,    January  £5-27,   1917. 
Bew  York,   l«ational  Sreurity  League,   1917.        94-100. 
Ih«  ifflportanoa  of  a  oonamon  language. 


.Ji 


Vilkins,  liuwrence  «••       i^oanlnh  in   the  Kl|^h  S^chools* 
Uhicafio,   JJanbom,   1918.        6C-189. 

Sufgestiona  concerning  direct  cMthods,   eiphaaizing  the 
verb. 

Tinkler,   Helen.        iJarvey,    J.inaarj'  26,   1918.        :^9:4fc2-62. 
"laggards  at  I'iA'ht;  School." 

A  study  of  the  problem  of  illiteracy?,  vith  recora*nenda*> 
tiona  for   the   organization  of  classes   in  factories* 

•  Woolbert,  C.   }?.  :i;3.rterly  Journal   of  Soeech  F-diication, 

1920-        6:54-75.        •Soeech  an5    the  Learning  Process." 
A  study  of  the   osychology  of  fsoeech  devoJoprasnt. 


SOKE  LKADSiS   IB   THE  AFiBRICABLiiiTIOJi  :fOVJ!inaif 

AKD  Al^DItlOHAL  Sf/.mCSS    OF    IKF OKUaTI OS 

Americanization.        A  oublication  of  the  U«   :^'>.   Bureau  of 
lildueation,   -^erioanlzation  tS'iTision,  containing; 
reoorta,   stadies,   and   bibliopraohice   in  methods  of 
laniTunge  teaohijif,.         Vvaehinp.ton,  r<.   C 

indorson,   J.  Fred.  Superintendent   of  Americanization, 

Chttbot  liall,    Oakland,  California. 

Bach,   K.    2*        Chief,   Americenization  3areou,   State   of 
Pennsjlv-jjiia.        706  Finance  iiuildiiif',   Philadelphia. 

Barns,  Allen  T.        ileraber  Jfixecutive  Ooraraitteo,    Interstate 
C  3    on  imtilprant  F:ducation.         I>irector,  Study 

Oi  --:  -aods  of  i'jQoricanization,   The  Carnegie  Foundation. 
Bflitor,  St«di<»a  on  Americanization  Series*        b2B  Fifth 
Avenue,   flew  York  City. 

CarnejEtie  Cor»oratlrm«       62£  Fifth  Avenue,  liew  York  City. 

Consuaere'    ]Li?a='tte.       lOfe  Ifiast  £2d   Street,  Kew  York  City. 

Deraing,   Robert  C.        Member  Executive  Committee,    Interstate 
Council.        Director,  lepcirtment  of  Americanization, 
State  Capitol,  Hartford,  Conn. 

Ooldberper,  K.  H.       Professor  of  iiklucation,  Columbia, 
Univoroity,   Wew  York  City. 

Hjirt,  Miss  Helen.         Member  Jeixecutive  Committee,   Interstate 
Council.       Executive  Secretary,  I>elaware  Americaniza- 
tioaa  Oo^BBittec,   Public  Library  Building,   «ilminf,ton, 
I>elaware. 

Uennessy,  3>.   L.        Principal  Burbank  Kvenlnp  School, 
Berkeley,  California. 

Mahoney,   JohniJ.       Chairman  Executive  Committee,    Interstate 
Council.        State  Supervisor  of  Americanization,  Hoon 
217,   State  Houoe ,   Boston. 


•  jyr.M, 


Siiii.   z 


aoley,   Haymond.       Mernber  Sxecutive  Committee «   Interatate 
Council.        Director,  Cleveland  Kotmdation,   CleTeland, 
Ohio. 

Hational  Aaericanisation  Con-nlttas.        20  Went  Mth  Street, 
Hew  York  City. 

Jfational  Eoncn's  iTrade  Union  Leapue.        1S9  North  Clark 
Street,   Chioapo,   lllinoin. 

^Imbjr,   Oaorre  K.       Member  i^xecutiTe  Coramittee,   InterBtate 

Council.  InduBtrial  Service  Secretary,  Associated 

IndttBtries  of  Maesaefcanetts.  lOM  Ki<aball    Building, 

Boston. 

HlchardBon,    '<fiPR  Kthel.  AaniBtant  i>u  per  intend  ent  of 

Public   Instruction.        oupcrlntcndent  of  Amerioanisation, 
State   of  California.        ioroia  Build  lag,   Sacraraento. 

Slaughter,   John  />illia«       lectarar  on  ClTicB  and  Phllan- 
throoy,   lilce   Institute,   Houston,   Xexas* 

Smith*    -illiam  C,       Meniber  JfixecutiTe  Conraittoe,    Interstate 
Council.  Sap'^rviaor  of  Invaigrant   JSducation,   ^tate 

Deoartment   of  Education,    Albany,   Ke.v  York. 

Vertaillion,  iSdward  C.  Secrctar^y,  ioceoutive  Cominlttee, 
Interstate  Ooancil.  Hepional  Director,  Deoartment 
of  Public  Instruction,  :^H4  Court  House,  ?itt8burfh, 
Pennsylvania. 


H     96 


3  J 


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